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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
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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
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1:15
1 10 min 1 10 min
1:20 1:30 1:40
5 min
10
41
5
0
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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
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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
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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
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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?
Find the elapsed 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?
A 14 minutes C 31 minutes
B 22 minutes D 17 minutes
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?
A 31 minutes C 41 minutes
B 26 minutes D 36 minutes
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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.
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Problem SolvingProblem Solving
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Homeworkand Practice
Name
Find the elapsed time.
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
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Module 18 • Lesson 1 569
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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