Telling Time and Elapsed Time
Unit Plan
Grade: 2/3
Subject/Course: Mathematics
Desired Results
Learning Goal
Students will learn to tell time and calculate elapsed time to the nearest half hour.
Competency
Measurement:
- Time: estimating and measuring
o conventional units, duration
Assessment
Culminating Task
Students will make an activity schedule for a Minion. Each activity will have a start and end time
represented on an analogue clock, digitally, and duration written.
Assessment for Learning
#1
#2
“Telling Time” worksheet
“Minions Elapsed Time” game
Lesson 1
- Introduce time through Prezi presentation zooming into each unit; year, month, day, hour,
minute
- Show time on smart board and have them write the digital time on a whiteboard
- Write a time on the smartboard and have students show the time on their clocks
- In pairs, have students show each other a time on their clock for their partner to read
Lesson 2
- Review: “Stop The Clock” online game
- Time Telling worksheet (AFL #1)
- Fast Finisher: clock card game
Lesson 3
- Explain elapsed time as the amount of time that has passed
- Go through parts of daily agenda orally, calculating the duration of each block
- Elapsed time word problems on smart board
Lesson 4
- Elapsed time worksheet
- Fast Finisher: “Stop The Clock” online game
- Explain and hand out “Minions Elapsed Time” game (AFL #2)
- If time: go over elapsed time answers
Lesson 5
- Review: “Learn to Tell Time,” application
- Explain culminating task: to make a 4-activity schedule for a Minion
o Draw and title each activity
o Fill in the start and end time on the analogue and digital clock, and duration
- Work on task
- Fast Finisher: “Minions Elapsed Time” game
Reflection Notes
- Prezi presentation was stimulating and took up an entire lesson; the rest of the planned lesson
made for a good lesson on its own as well
- “Stop the Clock” game was fun; EBI the smartboard worked by touch
- Passing out the clocks between the game and the practice activity took too long. EBI each
student took a clock back to their desk after they played their turn on the game at the
smartboard (save on transition time, keeping the students from being bored and distracted
when waiting for a clock)
- The practice handout showed quite a bit of learning, yet it could have had a couple of challenger
questions to allow the students to move into the game at different times
- Going through the schedule to show elapsed time was beneficial to help the students see time
as being continuous and not always restarting at the “start” point
- The Minions Elapsed Time game needed to be explained more than once; the students were
writing the elapsed time as the end time rather than calculating the end time based on the
elapsed time. After circulating to each group, I brought the class back together and re-explained
the game. After this it went much better! EBI the game was exemplified on the smartboard
before releasing the groups to play on their own.
- Showing an example of the final task was very effective in giving students ideas to create their
own schedules.