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Examples
A bus picks up Kimberly at 6:45 a.m. and arrives at school at 8:15 a.m. How long was her bus ride?Clarifications
Clarification 1: Within this benchmark, the expectation is not to include crossing between a.m. and p.m.Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- NA
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for students to apply their understanding of telling and writing time to solve one- and two-step real-world problems involving elapsed time. Elapsed time can be represented within a single hour (e.g., determining when a half-hour gym class would end if it began at 8:10 a.m.) or crossing into the next hour (e.g., determining when a half-hour gym class will end if it began at 8:45 a.m.). Elapsed time should not include crossing between a.m. and p.m. This is the first grade where students will be expected to determine elapsed time.- When solving problems with elapsed time, students may see different problem types. Students may see result unknown problems (e.g., determining when an activity ends, given the starting time and length of activity), change unknown problems (e.g., determining the length of an activity, given the starting and end times), or start unknown problems (e.g., determining the starting time, given the length of the activity and ending time) (MTR.2.1, MTR.7.1).
- A great way for students to work with elapsed time problems is to use number lines. It is important to note that when using number lines during instruction, students should be given the opportunities to determine the intervals and size of jumps on their number line. Students could use pre-marked number lines (intervals every 5 or 15 minutes) or open number lines (intervals determined by students). Open number lines encourage students to jump from one point on the line to another any way they choose, allowing them to calculate flexibly. Students should compare their open number line strategies with one another, and then make connections between them during classroom discussions.
- In real-world elapsed time problems, students use open number lines to represent solutions in many ways. Two open number lines that represent the benchmark’s example are below.
- In this example, the student counted up to benchmark hours, then an addition 15 minutes to jump to 8:15 a.m. The student would reason that the elapsed time is the sum of the jumps, or 1 hour and 30 minutes.
- In this example, the student jumped 60 minutes to 7:45 a.m., and then another 30 minutes to 8:15 a.m. In this example, the student would represent the answer as 60 minutes + 30 minutes, or 90 minutes.
- Notice that both the answers of 1 hour and 30 minutes and 90 minutes are acceptable. Students’ solutions may be expressed as hours and minutes or minutes only. Conversion from minutes to hours or hours to minutes is not expected in Grade 3, so students should see both as correct (MTR.2.1, MTR.5.1).
- In addition to number lines, Judy clocks provide a great visual to help students identify elapsed time and can be used to help students solve real-world problems (MTR.2.1).
- Elapsed time problems can involve multiplication and division. For example, if Petra starts running laps at 9:55 a.m. and runs 6 laps at 2 minutes per lap, what time does she finish?
Common Misconceptions or Errors
- Students can confuse when time crosses the hour because it does not follow the familiar base ten pattern. For example, students can misinterpret that the elapsed time between 9:55 a.m. and 10:05 a.m. and state that the elapsed time is 50 minutes because they have found the difference from 55 to 105. The use of number lines and clocks side-by-side help students build understanding about how elapsed time is calculated.
Strategies to Support Tiered Instruction
- Instruction includes the use of number lines and clocks side-by-side to help students build understanding about how elapsed time is calculated.
- Instruction includes using a number line and counting by ones to demonstrate what happens when time crosses the hour because it does not follow the familiar base ten pattern.
- For example, use a number line to find the elapsed time between 9:55 a.m. and 10:05 a.m. and explain what happens when time crosses the hour at 10:00 a.m.
- Instruction includes using a geared manipulative clock.
- For example, the teacher uses a geared manipulative clock model how to find the elapsed time between 9:55 a.m. and 10:05 a.m. Students should move the minute of the hand one minute at a time from 9:55 to 10:00. After each minute, the teacher asks students to record what time it is. The teacher should have students pay special attention to what happens when the minute hand moves from 9:59 to the next minute.
Instructional Tasks
Instructional Task 1
Recess began at the time shown on Clock A. Recess ended at the time shown on Clock B.
Instructional Task 2
Anthony began reading at the time shown on Clock A. He stopped at the time shown on Clock B.
Instructional Items
Instructional Item 1
Each week, Victor attends violin lessons that last 55 minutes. If the lesson begins at 4:30 p.m., what time will it end?*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
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Formative Assessments
Lesson Plans
Model Eliciting Activity (MEA) STEM Lessons
Perspectives Video: Teaching Idea
Tutorial
STEM Lessons - Model Eliciting Activity
In this time rush to get a haircut, students will add elapsed time to find the total time spent at the hair salon and the time of departure from the salon. They must use this information determine which salon is the best for the new family in the neighborhood. Students will submit a letter to the client explaining their procedure for ranking the hair salons.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
During this activity, students will use information on data sets to create a procedure for ranking which parachute design is the best to help the fairies solve their problem.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, students will be required to rank musical instrument lesson packages based on the price, the number of minutes of practice each week, and the quality of the instructor.
Part of the task involves students figuring out the elapsed time of the lessons based on their start and stop times. They will also need to figure out the total weekly cost of the lessons based on the number of lessons offered per week and the cost of each lesson based on its length.
The twist will require students to determine whether or not to revise their ranking based on new information about the cost of instrument rentals per lesson and the class size of each package.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, a group of students has been chosen to help create the classroom time schedule for the school year. The students will have to use the parameters set forth by the teacher and principal, as well as their own expertise about how they learn best, to create a schedule for the school day that includes all subjects and works around time set aside for lunch and special areas. Then the students will have to adapt the schedules they created to accommodate additional considerations by the teacher and principal. This MEA will require students to use their math skills to measure time intervals and their ELA skills to write a letter justifying and explaining the schedule they created.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, students will help the Sweet Donut Shop determine what the newest donut will be. Students are given the cost to make each batch along with the selling price and are asked to determine the profit for each batch. Students create a procedure for ranking the donuts and write a letter explaining the procedure and the ranking. In the “twist” students are provided the starting and finishing times for each batch. They must determine the total amount of time, decide if their procedure should change based on the new information, and write a letter explaining whether the procedure changed and the new ranking of the donuts.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, students will determine which mode of transportation is best for a traveling sports team. They will have to calculate the total cost for each type of transportation and consider the comfort of travel. In the "twist," students are provided with more information including customer service rating of transportation as well as an additional choice. Students must also calculate the arrival time when given the departure time and the elapsed time to determine if the team will be arriving in time. Additionally, students learn about an option to have a chance to win a drawing based on the cost of the transportation option selected.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, students work as a team to figure out which activities they would like to do at the water park with a given amount of tickets and time. Students will make informed decisions about which activities and food and beverage items on which to spend their allotted tickets.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
Students determine time intervals in minutes given a starting time and an ending time on analog clocks.
Student Resources
Tutorial
In this Khan Academy tutorial video Chris is told to be home by 6:15. You know the number of minutes it takes him to get home. What time should he leave?
Type: Tutorial
