Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Elapsed time
Measurement
CCSS 3.MD.A.1England: Y3 MeasurementEngland: Y4 Measurement
Objective and success criteria
Students will: Elapsed time.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Tell time to five minutes; Add and subtract within 1000
Leads to: Timetables and time problems; Find start and end times
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Tell time to five minutes; Add and subtract within 1000). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is 10 less than 663? → 653Prompt: Which digit changes when you subtract 10?
- What is 100 less than 611? → 511Prompt: Which digit changes when you subtract 100?
- What is 100 less than 211? → 111Prompt: Which digit changes when you subtract 100?
Hook · 5 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Elapsed time. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: How many minutes are there from 5:15 to 7:35 (same morning)?
- Step 1: 5:15 → 7:35 is 2 h 20 min.
- Step 2: 2 × 60 + 20 = 140
- Answer: 140
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- How many minutes are there from 2:10 to 3:20 (same morning)? → 70Prompt: Jump to the next o'clock, then count whole hours, then the extra minutes.
- How many minutes are there from 3:05 to 5:15 (same morning)? → 130Prompt: Jump to the next o'clock, then count whole hours, then the extra minutes.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- How many minutes are there from 1:30 to 2:05 (same morning)? → 35Prompt: Jump to the next o'clock, then count whole hours, then the extra minutes.
- How many minutes are there from 7:05 to 7:45 (same morning)? → 40Prompt: Jump to the next o'clock, then count whole hours, then the extra minutes.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Tell time to five minutes.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Timetables and time problems; Find start and end times.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder