TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|Grading Period: |Refer to Scope and Sequence |Plan Code: | |

|Writer: |Barbara Fugitt |Course/subject: |Math |

|Grade(s): |Fifth grade |Time allotted for instruction: |2 or 3 – 45 minute class periods. |

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|Title: |Elapsed Time |

|Lesson Topic: |Understanding and finding elapsed time. |

| | |

|TAKS Objective: |Objective 4 |

| |The student will demonstrate an understanding of the concepts and uses of measurement. |

|FoCUS TEKS and Student Expectation: |5.11 Measurement. The student applies measurement concepts. The student measures time and |

| |temperature (in degrees Fahrenheit and Celsius). |

| | |

| |(B) The student is expected to solve problems involving elapsed time. |

|Supporting TEKS and Student Expectations: |4.12 Measurement. The student applies measurement concepts. The student measures time and |

| |temperature. |

| |(B) The student is expected to use tools such as a clock with gears or a stopwatch to solve |

| |problems involving elapsed time. |

| | |

| |Students should also have an understanding of telling time to the minute. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |Students will learn to tell how much time has elapsed. |

|Elapsed Time | |

| | |

|Analog Clock |Students will review telling time using a clock face and its hands. |

|Digital Clock |Students will review telling time using a digital clock. |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

1. Begin the lesson by discussing the vocabulary. Review with students how to find time on an analog clock.

2. Ask the following questions to get students focused on telling time. What happens to the hour hand as the minute hand moves around the clock once? The hour hand moves slowly around the clock once. How many minutes does it take for the minute hand to move once around the clock? It takes 60 minutes. How long does it take for the hour hand to move from 1 to 2? 60 minutes. How long does it take the hour hand to move from 1 to 5? 240 minutes. Why is it important to be able to find elapsed time? Students should be able to let you know that it is important because you find out how long a movie lasts, when the movie ends if you know when it begins and how long it lasts, and so on. Any acceptable answer will do.

3. Pose the following question for students. Judy gets out of bed at 8 o’clock. She leaves the house at 9 o’clock. How long does it take her to get ready? They should say 1 hour or 60 minutes. Students may use Judy clocks for this exercise.

4. Pose the following question. Sally was born on Independence Day. Kevin was born on Valentine’s Day of the same year. Who is older? About how much older? Express your answer in months, weeks, and days. Kevin is about 20 weeks, or 5 months, or 140 days older than Sally.

B. Instructional activities

1. Objectives: The student will find elapsed time.

2. Procedures: The teacher will explain elapsed time and show students how to find elapsed time.

3. Modeling: The teacher will use Judy clocks and may use the overhead, board, or chart paper for recording answers to demonstrate elapsed time.

C. Guided activity or strategy

Day 1

1. Discuss with students that elapsed time is not just measured in hours and minutes. Ask them what else they could use to measure time. They should say days, years, months, decades. Review with students the difference between A.M and P.M. Motivate students with the following problem: The fifth grade class trip lasted 52 hours. Students stayed at a hotel every night of their trip. How many nights did they stay at a hotel? 2 nights. Discuss strategies for finding the solution. (Problem courtesy of Math Advantage, Harcourt Brace). Elapsed time should be a review from Fourth Grade. On the board do the following problem: Write the elapsed time from 3:45 AM to 5:10 PM. Ask students what they would do to go about solving this problem. They would have to subtract to find the elapsed time. Have students use the Judy clocks as well.

2. Have students brainstorm activities they do at school. As a class, create a School table accounting for how they spend their day at school. Have them create a column that has the start time, end time, and the elapsed time of the activity. Example shown below:

|Activity |Start Time |End Time |Elapsed Time |

|Math |11:15 AM |12:00 PM |45 minutes |

Day 2

1. Review with students how to find elapsed time.

2. Use the following website to continue working on elapsed time.



Work numbers 1- 4 together on Activity Sheet 2.

D. Accommodations/modifications

See student IEP for modifications.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

The students should be able to find elapsed time using calendars, clocks, and tables.

Day 1

Students will work together in groups to complete their tables for their school schedule. Once students complete their tables, they will work independently on Activity Sheet 1.

Day 2

Students will continue working on the website to complete Activity Sheet 2. Once students are done, students will work on Activity Sheet 3.

Day 3

Students will complete the elapsed time assessment.

B. Accommodations/modifications

See student IEP for modifications.

C. Enrichment

For those students who have grasped the lesson, they may play Elapsed Time Concentration. (Enrichment Activity 1)

III. Assessment of Activities

A. Description

The teacher will know the students have begun to master elapsed time when they:

• Complete the Day 2 and Day 3 activities with a 70% or higher.

• Complete the Elapsed Time Assessment with 70% or higher.

B. Rubrics/grading criteria

Complete all activities with a 70% or higher.

C. Accommodations/modifications

See student IEP for modifications.

D. Enrichment

E. Sample discussion questions

1. What is elapsed time? The actual time taken to complete a task.

2. At what time does AM become PM? At noon

3. If you know the starting time and the elapsed time, what do you do to find the ending time? Add the two times or count on.

4. If you know the elapsed time and the ending time, what do you do to find the start time? Subtract the elapsed time from the ending time or count backwards.

IV. TAKS Preparation

A. Transition to TAKS context

1. Students will complete a TAKS formatted Assessment.

B. Sample TAKS questions

The teacher needs to take sample questions from the 2004 TAKS released tests to emphasis how elapsed time is tested on the TAKS test.

(Use TAKS Transparency)

V. Key Vocabulary

Time, elapsed time, analog clock, digital clock.

VI. Resources

A. Textbook

Math Advantage Harcourt Brace

B. Supplementary materials/equipment

• Transparency: Sample TAKS questions from 2003 and 2004 Released TAKS test.

• Judy Clocks

C. Technology

1. Overhead projector: Modeling elapsed time.

2. Computers: Elapsed time activity

VII. Follow Up Activities

Continue reviewing elapsed time.

VIII. Teacher Notes

This lesson is one that will need to be reinforced several times over. This is just an introductory. Students will need to practice on numerous occasions. Students will need to have an understanding of telling time before teaching this lesson.

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