Reflection: Intervention and Extension The Distance Formula - Section 2: Guided Problem Solving


Even after several years of teaching under my belt, I am always perplexed at the number of students that can not determine elapsed time.  Problem GP5 was troublesome for several students.  Many was full of many errors due to students not able to accurately determine the number of hours students said there were 3.5 hours between 8 am and 10:30 am.  Problem 5 in the independent problem solving caused even more problems - finding the time between 10:15 am and 4:45 pm.  

It makes me think that I should have a distance formula lesson dedicated to these elapsed time problems or at least make include elapsed time problems in a daily review portion of class.  

Either way, I generally teach elapsed time problems with finger counting as opposed to using subtraction - to counting the time between 10:15 am and 4:45 pm, I would count - 11:15, 12:15, 1:15, 2:15, 3:15, and 4:15 and note 6 hours.  Then I would add the 30 minutes from 4:15 to 4:45.  This is easiest for me because I can easily visualize an analog clock.  Many of my students cannot.  What do you think the best approach is?

  How much times is that again?
  Intervention and Extension: How much times is that again?
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The Distance Formula

Unit 2: Proportional Relationships
Lesson 12 of 12

Objective: SWBAT use the distance formula to solve rate problems

Big Idea: Use the distance formula to solve problems about rate, distance and time.

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