18.1 measure time intervals - houston independent school ... · 18.1 measure time intervals how can...

For the student For the teacher

Teacher Edition

Math on the Spot Video Tutor Online Assessment

System

Soar to Success Math Online Intervention

iTools Virtual Manipulatives

Digital ManagementCenter organizes program resources by TEKS!

Interactive Student Edition provides students

with an interactive learning environment!

Resources

e

Texas Essential Knowledge and Skills

Geometry and Measurement—3.7.C Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes

MATHEMATICAL PROCESSES3.1.A Apply mathematics to problems 3.1.E Create and use representations

Are You Ready?Access Prior KnowledgeUse the Are You Ready? 18.1 in the Assessment Guide to assess students’ understanding of the prerequisite skills for this lesson.

Vocabularyelapsed time

Go to Multimedia eGlossary at thinkcentral.com

18.1 Measure Time Intervals How can you measure elapsed time in minutes?Essential Question?

Lesson OpenerMaking ConnectionsInvite students to tell you what they know about analog clocks.

Which hand shows the minutes? (The long hand) The hours? (The short hand) How many minutes are there in 1 hour? (60)

Using the Digital LessonYou may want to show the students a clock set at 12:15 and 12:47 and ask them what time the clock shows.

Learning TaskWhat is the problem the students are trying to solve? Connect the story to the problem.

• What does Doc want to know? (How long the travelers were stopped for the picnic.)

• What time did the travelers arrive? (12:15)

• What time is it now? (12:47)

• Has more or less than an hour passed? (Less)

Literacy and MathematicsChoose one or more of the following activities.

• Write the word elapsed on the board. Ask students to define the word and use it in their own original sentence.

• Ask students to draw a basket and draw what foods they would bring for a picnic.

How can you measure elapsed time in minutes?

Lesson 18.1 565A

HandsOnUnlock the ProblemUnlock the Problem

1 1

4:10 4:20 4:51

10 min 1 1 min1 10 min 1 10 min 1 10 min 1 min 1 min

4:30 4:40 4:50 4:534:52

Mathematical ProcessesMath Talk

Essential Question?

Geometry and Measurement—3.7.C

MATHEMATICAL PROCESSES3.1.A, 3.1.E

Name

Measure Time Intervals18.1How can you measure elapsed time in minutes?

One Way Use a number line.

STEP 1 Find the time on the number line that the movie began.

STEP 2 Count on to the ending time, 4:53. Count on by tens for each 10 minutes. Count on by ones for each minute. Write the times below the number line.

STEP 3 Draw the jumps on the number line to show the minutes from 4:10 to 4:53. Record the minutes.

• What time did the movie begin?

• What time did the movie end?

• Underline the question.

STEP 4 Add to find the total minutes.

10 + 10 + 10 + 10 + 1 + 1 + 1 = _

The elapsed time from 4:10 P.M. to 4:53 P.M. is _ minutes.

So, the movie lasted _ minutes.

Ava and her family visited Space Center

Houston. They watched a movie that

began at 4:10 p.m. and ended at 4:53 p.m.

How long did the movie last?

To find elapsed time, find the amount

of time that passes from the start of an

activity to the end of the activity.

Describe another way you can use jumps on the number line to find the

elapsed time from 4:10 P.M. to 4:53 P.M.Possible description: start at 4:10. Jump 20 minutes

to 4:30 to get to the half hour, jump 20 minutes to 4:50, and then jump 3 minutes to 4:53 for an elapsed time of 20 + 20 + 3 = 43 minutes.

43

43

43

4:53 P.M.

4:10 P.M.

Module 18 565

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

English Language Learners Language SupportELL

ELPS 2.C.1, 2.C.3, 3.D.1Leveled Activities ELPS

Beginning: Activity 1 3.E, 3.F.1, 4.C.2

Intermediate: Activity 32 2.C.3, 2.D.2, 4.F.5

Advanced: Activity 28 3.F.1, 4.C.3, 4.F.8

Advanced High: Activity 60 2.I.3, 4.F.7, 4.G.3

Go to thinkcentral.com for the ELL Activity Guide containing these leveled activities.

AuditorySmall Group

Strategy: Model Language• Students practice using the multiple meanings

of the word last.• Have students give examples of how last can

be used in a sentence. Possible answers: I am the last person in line. Last Friday we saw a movie.

• We also use last to say how long something continues in time, or how long it will go on. The movie will last 2 hours.

• Have students describe how long various events last.

Unlock the ProblemIn this lesson, you will learn to find elapsed time, which is the time between the beginning and the end of an activity.

Check that students understand they are to find the elapsed time between 4:10 P.M. and 4:53 P.M, which is the how long the movie lasts.

One WayGuide students to follow the steps and find the elapsed time in minutes using the number line. Point out to students that they can make jumps of any size that make sense, and then record the jumps on the number line.

• Why does it make sense to start counting by tens in this example? Possible answer: because the start time is 4:10, which ends in 10

• How many minutes is it from 4:10 to 4:50? 40 minutes

• How many minutes is it from 4:50 to 4:53? 3 minutes

• If you combine 40 minutes and 3 minutes, do you get the same answer as counting jumps on the number line from 4:10 to 4:53? Explain. Yes; you get the same answer of 43 minutes.

HandsOn

Math Talk Use Math Talk to focus on students’ understanding of finding an elapsed time using jumps of different sizes on a number line.

Mathematical Processes

This is the last cube in line.

565 Module 18

Share and ShowShare and Show

1 10 min 1 4 min

11:4011:35 11:50 11:54

5 min

891011 12

7 6 5432

1

1:15

1 10 min 1 10 min

1:20 1:30 1:40

5 min

10

41

5

0

891011 12

7 6 5432

1

1520

25

30

35

40

4243

Other Ways

HandsOn

Find the elapsed time.

2. Start: 11:35 a.m. End: 11:54 a.m.

3. Start: 4:20 p.m. End: 5:00 p.m.

1. Use the number line to find the elapsed time

from 1:15 p.m. to 1:40 p.m. __

B Use subtraction.

STEP 1 Write the ending time. Then write the starting time so that the hours and minutes line up.

STEP 2 The hours are the same, so subtract the minutes.

Start time: 4:10 P.M. End time: 4:53 P.M.

end time

start time

elapsed time

→

→→

4 :

− 4 :

___

A Use an analog clock.

STEP 1 Find the starting time on the clock.

STEP 2 Count the minutes by counting on by fives and ones to 4:53 P.M. Write the missing counting numbers next to the clock.

So, the elapsed time is _ minutes.

Possible drawing and labels are given.

Possible drawing and labels are given.

40 minutes19 minutes

25 minutes

3

3

0

43

4

1

5

566

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Go to Go to thinkcentral.com for additional enrichmentactivities in the Enrich Activity Guide.

Enrich VisualIndividual

• Display the flight schedule. Discuss reasons for differences in travel times, such as different destinations or connecting flights.

Flights Originating in San Francisco, California

Depart Travel Time Arrive

Flight 1 7:05 A.M. 43 minutes 7:48 A.M.

Flight 2 10:02 A.M. 1 hour 8 minutes 11:10 A.M.

Flight 3 2:41 P.M. 1 hour 16 minutes 3:57 P.M.

Flight 4 6:33 P.M. 2 hours 23 minutes 8:56 P.M.

• Have students find the unknown times. Which flight is the longest? The shortest? Flight 4; Flight 1

1

2

3

a student misses the checked exercises

Quick Check

IF

THENDifferentiate Instruction withRtI Tier 1 Lesson 86

Other WaysDiscuss with students the two other ways to find the elapsed time in minutes by using an analog clock and by using subtraction.

• Why does it make sense to start counting by fives when you use the analog clock to find the elapsed time? Possible answer: because the start time is 4:10 and the numbers on the analog clock are in five-minute intervals

• How is finding the elapsed time using a clock similar to finding the elapsed time using a number line? Possible answer: I find the starting time on either the clock or the number line, and then I count on until I reach the ending time.

When students use subtraction to find the elapsed time, make sure they line up the minutes and hours like they line up place values before subtracting whole numbers.

• How is lining up times before subtracting similar to lining up whole numbers before subtracting? Possible answer: before I subtract times, I need to line up the minutes and the hours. This is similar to subtracting whole numbers because I need to line up the digits in the same place values before subtracting.

Share and ShowThe first problem connects to the learning model. Have students use the MathBoard to explain their thinking.

Use the checked exercises for Quick Check.

Students should show their answers for the Quick Check on the MathBoard.

HandsOn

Lesson 18.1 566

Problem SolvingProblem Solving

Write MathWrite Math Show Your Work

Name

4. Apply Connor started reading his

book about outer space at quarter

after nine in the morning. He read

until quarter to ten in the morning.

How long did Connor read his book?

5. Multi-Step Aiden arrived

at the rocket display at 3:35 p.m. and

left at 3:49 p.m. Ava arrived at the

rocket display at 3:30 p.m. and left

at 3:56 p.m. Ava spent how many

more minutes at the rocket display

than Aiden?

6. Multi-Step At the space

center, Hannah bought a model of a

lunar rover. She started working on

the model the next day at 11:13 a.m.

She worked until leaving for lunch at

11:51 a.m. After lunch, she worked on

the model again from 1:29 p.m. until

1:48 p.m. How long did Hannah work

on the model?

7. Write MathWrite Math Aiden’s family took

the NASA Tram tour from 2:05 p.m.

to 2:45 p.m. Explain how you know

that the tour was more than

30 minutes.

Possible explanation: from 2:05 to 2:35 is

30 minutes. 2:45 is after 2:35.

57 minutes

12 more minutes

30 minutes

Module 18 • Lesson 1 567

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

Name

3.7.C

Julia starts her homework at 4:20 P.M. She finishes at 5:00 P.M. How much time does Julia spend doing homework?

Elapsed time is the amount of time that passes from the start of an activity to the end of the activity.

Use a number line to find elapsed time.

Step 1 Begin with the start time, 4:20.

Step 2 Skip count by tens to count the minutes from 4:20 to 5:00.

Step 3 Label the number line. Draw jumps for every 10 minutes until you get to 5:00.

Step 4 Add the minutes that have elapsed. 40 minutes

So, Julia spends doing homework.

1. Use the number line to find the elapsed time.

Start: 11:05 A.M. End: 11:56 A.M.

2. Find the elapsed time.

Start: 10:30 A.M. End: 10:59 A.M.

Measure Time IntervalsOBJECTIVE Use a number line or an analog clock to measure time intervals in minutes.

LESSON 86

40 minutes

4:30

10 +10 +10 +10 40 minutes=

4:40 4:50 5:004:20

891011 12

7 6 5432

1

51 minutes

Possible drawings and labels are given.

29 minutes11:10

5 min +40 min +6 min

11:50 11:5611:05

Geometry and Measurement 171

Name

Enrich© Houghton Mifflin Harcourt Publishing Company

E82

Enrich 82

How Much Time?


1. Mia’s soccer practice started at 3:15 P.M. and ended at 4:10 P.M. How long was Mia’s soccer practice?

2. Alex started eating lunch at 1:20 P.M. He finished at 1:55 in the afternoon. How long did it take Alex to eat lunch?

3. Rose started eating breakfast at 7:45 in the morning. She finished at 8:35. How long did it take for Rose to eat breakfast?

4. Jackson went outside to look at the stars at 8:40 in the evening. He went back inside at 9:25 P.M. How long did Jackson look at the stars?

5. Julio started his homework at 4:40 in the afternoon. He finished at 5:05 P.M. How long did it take Julio to finish his homework?

6. Stretch Your Thinking Pilar wakes up at 6:45 A.M. If she eats breakfast 15 minutes later, at what time does Pilar eat breakfast?

55 minutes

35 minutes

50 minutes

45 minutes

25 minutes

7:00 A.M.

Enrich 82RtI Tier 1 Lesson 86

Problem SolvingProblems

In Problem 5, students find two elapsed times and subtract to find the difference.

Problem 6 requires students to use higher order thinking to solve this multistep problem and find the total elapsed time.

Go Deeper Have students find the elapsed time for an event that begins at 11:53 A.M and ends at 12:15 P.M. Ask students to explain why changing from A.M. to P.M. can still result in an elapsed time that is only minutes long. Students should explain that the sum of the two durations in minutes will be hours and minutes only if the number of minutes is more than 60. Whether they are minutes in the morning or minutes in the afternoon does not matter.

Math on the Spot Video Tutor

Through the Math on the Spot Video Tutor, students will be guided through an interactive solving of this type of H.O.T. problem. Use this video to also help students solve the H.O.T. problem in the Interactive Student Edition. With these videos and the H.O.T. problems, students will build skills needed in the TEXAS assessment.

MV

Math on the Spot videos are in theInteractive Student Edition and atthinkcentral.com.

COMMON ERRORSError Students count incorrectly on a number line or an analog clock.

Example Students f ind an incorrect elapsed time using an analog clock.

Springboard to Learning Have students find the elapsed time using one method and check their answers using a different method.

CE

1

2

3

567 Module 18

Daily Assessment TaskDaily Assessment Task

Mathematical Processes

TEXAS Test Prep 11. Kira got on the tour bus at 5:15 p.m. She got off the bus at

5:37 p.m. How long was Kira on the bus?

A 37 minutes

B 22 minutes

C 15 minutes

D 52 minutes

Fill in the bubble for the correct answer choice.

8. Samantha practices for a kayak race from 8:02 a.m. to

8:49 a.m. How long does Samantha practice?

A 41 minutes C 69 minutes

B 47 minutes D 51 minutes

9. Amy reads a book from 9:15 a.m. to 9:29 a.m. before she

goes to class. During lunch, she reads the same book

from 1:18 p.m. to 1:35 p.m. How long does Amy read

the book?



10. Multi-Step Lucas does his science homework from

5:12 p.m. to 5:43 p.m. It takes him 5 more minutes to

do his history project than it does to finish his science

homework. How long does it take Lucas to finish his

history project?



568

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Games

Differentiated Centers Kit

TEXAS Test Prep CoachTest Prep Coach helps teachers to identify common errors that students can make.

In the Test Prep exercise, if students selected:

A They chose the minutes in the end time.

C They chose the minutes in the start time.

D They added the minutes in the start time and the end time.

Essential Question? WriteMathWriteMath

How can you measure elapsed time in minutes? Possible answer: find the starting time. Then use a number line, analog clock, or subtraction to count the minutes to the ending time.

THENIF

YES

NO

Daily Assessment Task 1

2

3

• Enrich 82

• Homework and Practice Lesson 18.1

• Soar to Success MathWarm-Up 51.16

Can students measure elapsed time in minutes?

GamesMatching TimeStudents practice telling time to the minute to match cards.

LiteratureLate for SchoolStudents read about Kim’s late start and her attempts to get to school on time.

ActivitiesTime Marches On!Students complete orange Activity Card 8 by showing time to the minute and elapsed time on analog clocks.

Lesson 18.1 568

TEXAS Test PrepLesson CheckLesson Check

7. Mr. Divak leaves for work at

8:15 a.m. He gets to work at

8:33 a.m. How long does it take

Mr. Divak to get to work?

A 18 minutes

B 23 minutes

C 15 minutes

D 28 minutes

8. Cara started her homework at

6:10 p.m. She finished at 6:49 p.m.

How long did it take Cara to do her

homework?

A 49 minutes

B 40 minutes

C 39 minutes

D 59 minutes

9. Art class begins at 1:30 p.m. It ends

at 2:13 p.m. How long does art

class last?

A 53 minutes

B 33 minutes

C 30 minutes

D 43 minutes

10. A TV shows starts at 5:03 p.m. It lasts

55 minutes. What time does the

show end?

A 6:00 p.m.

B 4:58 p.m.

C 5:58 p.m.

D 4:47 p.m.

11. Multi-Step Ben gets on a bus at

Main Street at 10:13 a.m. The bus

arrives at Elm Street at 10:27 a.m. It

waits for 10 minutes. Then it arrives

at Broadway at 10:50 a.m. How long

is Ben on the bus if he rides from

Main Street to Broadway?

A 37 minutes

B 14 minutes

C 27 minutes

D 42 minutes

12. Multi-Step Marcella works on

her art project from 4:10 p.m. to

4:35 p.m. Then she takes a break.

She continues to work on her

project from 6:25 p.m. to 6:43 p.m.

How long does Marcella work on

her art project?

A 43 minutes

B 33 minutes

C 55 minutes

D 25 minutes

Fill in the bubble completely to show your answer.

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

570

Problem SolvingProblem Solving

891011 12

7 6 5432

1

891011 12

7 6 5432

1

891011 12

7 6 5432

1

891011 12

7 6 5432

1

Homeworkand Practice

Name


1. Start: 1:10 a.m. End: 1:55 a.m. 2. Start: 3:40 p.m. End: 4:15 p.m.

3. Start: 12:25 a.m. End: 12:51 a.m. 4. Start: 10:05 a.m. End: 10:55 a.m.

Measure Time Intervals18.1

Geometry and Measurement—3.7.CMATHEMATICAL PROCESSES 3.1.A, 3.1.E

5. Dane started running at half past

three in the afternoon. He stopped

running at ten minutes after four.

How long did Dane run?

6. Multi-Step Myoshi began making

dinner at 5:25 p.m. He finished

making dinner at 6:07 p.m. He served

dinner to his guests from 7:10 p.m.

until 7:33 p.m. How long did it take

Myoshi to make and serve dinner?

45 minutes

26 minutes

40 minutes 65 minutes

35 minutes

50 minutes

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Module 18 • Lesson 1 569

555555555

Homework and PracticeUse the Homework and Practice pages to provide students with more practice on the concepts and skills of this lesson.

569-570 Module 18

18.1 measure time intervals - houston independent school ... · 18.1 measure time intervals how can...

Documents