Solve problems involving Elapsed Time 5.11B Measuring Time! This lesson is meant to-Solve problems involving Elapsed Time 5.11B. Suggested method: - Use students RM Notebooks to log any guided theory or problems taught in offline lessons to show consistency in the RM Online classroom and Offline Lessons. Feel free to modify in order to best serve your students needs. Solve problems involving Elapsed Time 5.11B

Time Elapsed Time Units Hours Minutes Seconds Days Months Weeks Years Reasoning Mind Academy: Measuring Time Key Words: Time Elapsed Time Units Hours Minutes Seconds Days Months Weeks Years Write Key Words and Definitions in RM Notebook. Use Math STAAR Chart for reference.

REMEMBER: Shorter periods of time can be measured in , , and . Reasoning Mind Academy: Measuring Time REMEMBER: Shorter periods of time can be measured in , , and . *Hint: Use STAAR Math Chart. Answer: seconds, minutes, hours, days

REMEMBER: Longer periods of time can be measured in , , and . Reasoning Mind Academy: Measuring Time REMEMBER: Longer periods of time can be measured in , , and . *Hint: Use STAAR Math Chart. Answer: weeks, months, years

Reasoning Mind Academy: Measuring Time Definition: time is the difference between two times. How much time has passed?!  Word Bank: Time Elapsed Units Hours Minutes Answer: Elapsed

REMEMBER: hour (hr.) = minutes (min.) *Hint: Use STAAR Math Chart. Reasoning Mind Academy: Measuring Time REMEMBER: hour (hr.) = minutes (min.) *Hint: Use STAAR Math Chart. Answer: 1, 60

Reasoning Mind Academy: Measuring Time Example 1) A plane flies from Seattle to San Francisco. The plane departs from Seattle at 8:55 a.m. and lands in San Francisco at 11:05 a.m. How long is the flight?

Identify your time and start time to calculate the time. Reasoning Mind Academy: Measuring Time Step 1: Identify your time and start time to calculate the time. End Time (11:05) – Start Time (8:55) = ? Answers: end, elapsed (Flight) Action: Students identify steps with teacher and write example (in red) in notebook as reference.

Step 2: or change all of the hours into (1 hr. = 60 min) Reasoning Mind Academy: Measuring Time Step 2: or change all of the hours into (1 hr. = 60 min) 11 hours 5 minutes → 11 hours + 5 minutes → 660 minutes + 5 minutes = ? 8 hours 55 minutes → 8 hours + 55 minutes → minutes + 55 minutes = ? Answers: Convert, minutes

(Hint: What operation would we need to use?) Reasoning Mind Academy: Measuring Time Step 2 (cont’d): A BIGGER unit (like hours) converted to a smaller unit (like minutes) means we will have to . (Hint: What operation would we need to use?) Answer: Multiply

Reasoning Mind Academy: Measuring Time Step 2 (cont’d): 11 hours = ____ minutes 8 hours = minutes 11 hrs. x 60 min = 11 x 60 = 8 hrs. x 60 min = 8 x 60 = 1 hr. 1 hr. Answer: 11 hours = 660 minutes; 8 hours = 480 minutes Action: Students identify steps with teacher and write example (in red) in notebook as reference. Note: You may need to use clock manipulatives, timelines, or other tools to support instruction based on the needs of your students.

Reasoning Mind Academy: Measuring Time Step 3: of the minutes. (**Note: Other problems may require you to add.)** 11 hours 5 minutes → 11 hours + 5 minutes → 660 minutes + 5 minutes = 665 minutes 8 hours 55 minutes → 8 hours + 55 minutes → minutes + 55 minutes = Then… 665 minutes + minutes = Answers: 480 minutes + 55 minutes = 535 minutes; 665 minutes + 535 minutes = 1200 minutes Action: Students identify steps with teacher and write example (in red) in notebook as reference.

or change the total number of minutes back into and . Reasoning Mind Academy: Measuring Time Step 4: or change the total number of minutes back into and . A smaller unit (like minutes) converted to a larger unit (like hours) means we will have to . (Hint: What operation do we need to use?) Answers: Convert; hours; minutes; divide

Reasoning Mind Academy: Measuring Time Step 4 (cont’d): 1 hr. = min (Total minutes) _______________ ÷ 60 minutes = __________ hrs. min. **Note: The minutes will be the in the answer to the division problem.** Answer: 60 min.; 1200 minutes ÷ 60 minutes = 20 hours and 0 minutes; Remainder

Answer: How long is the flight from Seattle to San Francisco? Reasoning Mind Academy: Measuring Time Answer: How long is the flight from Seattle to San Francisco? Answer: 20 hours

Reasoning Mind Academy: Measuring Time Example 2) Answers: 12:00; 2:10; 2 hours and 10 minutes Action: Students draw clock in their notebook or use clock template/manipulative to aid in reference.

Reasoning Mind Academy: Measuring Time Example 3) Answers: 11:00; 1:32; 9:32; 1:22 Action: Students draw clock in their notebook or use clock template/manipulative to aid in reference.

Example 4) How much time has elapsed in the following problems? Reasoning Mind Academy: Measuring Time Example 4) How much time has elapsed in the following problems? a. 7:37 a.m. to 11:00 a.m.   b. 1:20 p.m. to 3:41 p.m. c. Marc started his homework at 6:15 p.m. He took 40 minutes to complete his reading homework, and then he took a 10 minute break. After his break, Marc spent another hour finishing the rest of his work. What time did Marc finish his homework? Answers: 3 hours and 23 minutes; 2 hours and 21 minutes; 4 hours and 40 minutes Action: Students draw clock in their notebook or use clock template/manipulative to aid in reference.

Reasoning Mind Academy: Measuring Time Example 5) The first half of a basketball game lasted 1 hour and 16 minutes. The second half of the basketball game lasted 1 hour and 46 minutes. How long did the whole basketball game last? Answer: 3 hours and 2 minutes Action: Students can draw clocks in their notebook or use clock template/manipulative to aid in reference. Students can also use a number line to help model elapsed time.

Example 6) Use the table to answer the questions. Reasoning Mind Academy: Measuring Time Example 6) Use the table to answer the questions. 1st period 8:33-9:18 2nd period 9:21-10:06 3rd period 10:09-10:54 4th period 10:57-11:42 5th period 11:45-12:30 Answer: 45 minutes 3 minutes Action: Students draw clock in their notebook or use clock template/manipulative to aid in reference. Student can also use number line to help model elapsed time. How long is each class period? b. How much time do students have to get from one class to the next?

Independent Practice Problems Reasoning Mind Academy: “Now, it’s your turn to try!” Independent Practice Problems Helpful Hints: Read the problem twice. Underline any important parts. Make a plan for solving the problem. Show your work, Do your best! Print off practice problems from lessons. Feel free to add any incentives or extra goals for student achievement in offline lessons.