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|Math Lesson: Elapsed Time |Grade Level: 6 |

|Lesson Summary: Students calculate elapsed time knowing that there are 60 minutes in an hour and 12 hours between AM and PM. Advanced students find their age in |

|years, days, hours, and minutes. Struggling students work on calculating minutes until the next hour. |

|Lesson Objectives: |

| |

|The students will know… |

|that there are 60 minutes in an hour, 24 hours in a day, and 12 hours between AM and PM. |

|that if minutes are the same between times, the difference will be whole hours. |

| |

|The students will be able to… |

|calculate elapsed time. |

|Learning Styles Targeted: |

| |

|x |

|Visual |

|x |

|Auditory |

|Kinesthetic/Tactile |

| |

|Pre-Assessment: |

|Use this quick assessment to see if students understand how to read time. |

|For each time shown, how many minutes are there until the next hour? |

|2:45 (15) 3:15 (45) 6:25 (35) |

|Whole-Class Instruction |

|Materials Needed: PowerPoint Presentation*, paper, and pencil |

|Procedure: |

|Presentation |

|Explain that, in order to calculate elapsed time, we need to know the number of minutes until the next hour, and that there are 60 minutes in an hour. For example,|

|the time elapsed from 2:37 to 4:15: |

|From 2:37 to 3:00 is 23 minutes (60 – 37 = 23). |

|From 3:00 to 4:15 is 1 hour and 15 minutes. Altogether this is 1 hour and 38 minutes (23 + 15 = 38). |

|Or: From 2:37 to 3:37 is 1 hour. From 3:37 to 4:00 is 23 minutes. From 4:00 to 4:15 is 15 minutes. Altogether this is 1 hour and 38 minutes. |

| |

|The same process can be used to calculate elapsed time over a day, knowing there are 24 hours in a day, and 12 hours between AM and PM. For example, the time from |

|5:30 PM Wednesday to 6:45 AM Thursday: |

|From 5:30 PM Wednesday to 5:30 AM Thursday is 12 hours. |

|5:30 AM to 6:30 AM is 1 hour. |

|From 6:30 AM to 6:45 AM is 15 minutes. Altogether this is 13 hours and 15 minutes. |

| |

|Guided Practice |

|Have students work in groups to complete the guided practice on the PowerPoint presentation. |

| |

|Discuss strategies students used to solve the problems. |

| |

|Independent Practice |

|Have students work to complete the independent practice on the PowerPoint presentation. |

| |

|Closing Activity |

|6) Ask students how long the school day is in terms of time spent in class (not including recess, lunch, break, etc.), compared to the time from the start of the |

|school day until the end of the school day. |

| Advanced Learner |

|Materials Needed: paper and pencil |

|Procedure: |

|Ask students how many days are in one year. |

| |

|Explain that there are 365 days in a year, but that a day is added every fourth year because the year is slightly longer than 365 days. Discuss that not all months|

|have the same number of days. |

| |

|Have students calculate their age in years, days, hours, and minutes. |

| |

|Discuss student results and strategies. |

| |

|Discuss that each year is one trip around the sun for our planet. Their journey began at their birth and the first orbit was completed on their first birthday. |

|Struggling Learner |

|Materials Needed: paper and pencil |

|Procedure: |

|Ask students how many minutes it will be until the next hour if it is 2:20. |

| |

|Explain that since we know that there are 60 minutes in one hour, we can count up to 60 from 20. |

|Discuss shorter ways to count to 60 (by 10’s, by 1’s to the next 10; then by 10’s). |

| |

|Have students work in pairs with each giving the other a time to calculate minutes until the hour. |

| |

|Discuss conclusions that students may have reached about calculating elapsed time to the next hour. |

*see supplemental resources

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