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4-GM-3-1

Page history last edited by Tashe Harris 6 years, 2 months ago

4.GM.3.1 Determine elapsed time.

In a Nutshell

Students will solve problems that deal with elapsed time. Elapsed time can be determined when any two of the following elements are identified in a problem: starting time, ending time, or duration of event.

Student Actions	Teacher Actions
Develop a deep and flexible conceptual understanding of elapsed time by solving elapsed time problems in real-world contexts. Develop strategies for problem solving by utilizing a variety of graphic, pictorial, verbal or symbolic representations to model the problem situation and justify their conclusions. Develop a productive mathematical disposition by recognizing that skill in solving elapsed time problems is useful and worthwhile.	Use and connect mathematical representations by modeling and making available to students a variety of representations, procedures, and strategies for solving elapsed time problems. Pose purposeful questions regarding the use of addition and subtraction to solve elapsed time problems in order to advance students’ sense making about time concepts. Facilitate meaningful mathematical discourse by encouraging students to share their solution strategies, justify their reasoning, and compare their approach to the problem to that of their peers.
Key Understandings	Misconceptions
Problems involving elapsed time can be effectively solved when two of these three elements are identified: beginning time, ending time, or duration of event. Because time is not measured in a base-ten system, addition and subtraction are not reliable strategies for solving elapsed time problems; alternative strategies are available to effectively solve these problems.	Addition and subtraction are reliable methods for calculating elapsed time. The term ‘quarter hour’ means 25 minutes. There is no difference between AM and PM, or be unaware of when the label changes from AM to PM or PM to AM.