Mathematics: Time Unit

Math
Time!

Katarina Baziw
This grade three time unit provides opportunities for students to show and learn in different ways.

Redeemer University College

Table of Contents:
Title Page....1
Table of Contents........2
Thematic Statement.3
Big Ideas and Essential Questions.4
Ontario Ministry Expectations..5
Summary Lesson Chart..6-9
A Note to Parents...10
Evaluation Plan...11
Detailed Lesson Plans....12-26

Baziw 2
Thematic Statement
This unit is to be using three different instructional and assessment methods; the JUMP
MATH curriculum, the Prodigy Math Game, and the TRIBES strategies throughout to
increase critical thinking skills and adequate practice of the skills the students will learn
throughout the unit. The goal is to give students ample opportunity to practice and
succeed in their studies by giving them different opportunities in the classroom to show
their thinking and understanding.

Using the JUMP MATH curriculum as a guide, this unit will work with the math
independent workbook method to help the students practice their knowledge and apply
their understanding independently.

The Prodigy Math game uses the Ontario math curriculum and the power of gaming to
give students a new way to learn. By battling opponents or other players, students will.
have to answer math questions that are aligned to the curriculum and plan of the
teacher, in order to proceed to win the battle and level up in the game. This unit
encourages thirty minutes of math play twice a week to monitor student individual
success. This unit will also create mini five to ten question assignments for students to
complete that will be used to asses their understanding and used to gage whether or
not the educator should spend more in class time reviewing a skill, or to build and move
onto the next skill.

Lastly, this unit will incorporate TRIBES strategies and activities to allow students to
represent their learning, and learn the skills in a new way. Through physical actions and
motions, diagrams, and concrete materials and manipulatives students will have
opportunities to make new connections to the knowledge and skills they are learning so
that they may show their learning orally, visually and in writing.

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Big Idea
Time is essential for everyday life and learning, we are called to use our
time wisely and effectively to be Disciples of Christ.

Essential Questions
1. How do we plan our days to accomplish daily tasks?
2. How can time be used for the greater good?
3. Why is time so important in our daily lives?

Baziw 4
Ontario Ministry of Education Expectations
Overall Expectation through Mathematical Processes:
Problem Solving: Apply developing problem-solving strategies as they pose and
solve problems and conduct investigations, to help deepen their mathematical
understanding
Representing: Create basic representations of simple mathematical ideas (using
concrete materials; physical actions, such as hopping or clapping; pictures;
numbers; diagrams; invented symbols), make connections among them, and
apply them to solve problems
Communicating: communicate mathematical thinking orally, visually, and in
writing, using everyday language, a developing mathematical vocabulary, and a
variety of representations

Measurement Strand:
Attributes, Units, and Measurement Sense
read time using analogue clocks, to the nearest five minutes, and using digital
clocks (e.g., 1:23 means twenty-three minutes after one oclock), and represent
time in 12-hour notation;
Measurement Relationships
solve problems involving the relationships between minutes and hours, hours
and days, days and weeks, and weeks and years, using a variety of tools (e.g.,
clocks, calendars, calculators).

This unit will cover the following topics in accordance with the standards:

Telling Time to the hour, half hour, and the five minute interval on both analogue
and digital clocks
Telling Time in words
Elapsed Time
Timelines
Calendars
Word Problems

Baziw 5
Summary Lesson Chart
Lesson Title Expectations Met
Lesson One: Creating JUMP MATH: pg. 278-279
clocks
Lesson Two: JUMP MATH: pg 286
Time After Time Attributes, Units, and
Measurement Sense
read time using analogue
clocks, using digital clocks
(e.g., 1:23 means twenty-
three minutes after one
oclock),
Communicating:
communicate mathematical
thinking orally, visually, and
in writing, using everyday
language, a developing
mathematical vocabulary,
and a variety of
representations
Lesson Three: Five JUMP MATH: pg. 287
minute intervals Attributes, Units, and
Measurement Sense
read time using analogue
clocks, to the nearest five
Summary of Lesson Assessment/Accommodations
This lesson will have the Observation of group
students a clock manipulative for activity, assessment for
them to use to help answer their learning
activities Prodigy Reports,
Students will begin to assessment for
understand the concepts learning
surrounding the hour hand, the
minute hand, and telling the time
to the half hour
JUMP math pages to support
learning of where the hour hand
and minute hand go
This activity is an introduction to Pre-assessment of
the unit and an evaluative tool to skills and knowledge
see where the students are at on time skills
the beginning of the unit. Diagnostic testing
Students will be able to show continues using
their knowledge of telling the prodigy math games to
importance of time, and telling see if students can tell
time to the hour and the half time outside of the
hour classroom and in a
Students will be able to build on computer interactive
these skills and attempt game module.
questions to the five-minute
interval
A detailed lesson using our clock Assessment for
manipulatives. learning
We will have a lesson discussing
the five-minute intervals and use
the clock in our classroom, with
 minutes, and using digital
clocks (e.g., 1:23 means
twenty-three minutes after
one oclock), and represent
time in 12-hour notation;
Communicating:
communicate mathematical
thinking orally, visually, and
in writing, using everyday
language, a developing
mathematical vocabulary,
and a variety of
representations
QUIZ Attributes, Units, and
Measurement Sense
read time using analogue
clocks, to the nearest five
minutes, and using digital
clocks (e.g., 1:23 means
twenty-three minutes after
one oclock), and represent
time in 12-hour notation;
Representing:
Create basic
representations of simple
mathematical ideas (using
concrete materials; physical
actions, such as hopping or
clapping; pictures;
numbers; diagrams;
invented symbols), make
connections among them,
and apply them to solve
problems
Lesson Four: JUMP MATH: pg. 288
the five minute intervals on the
outside, to help.
They will have to show me the
time on their clocks, and then fill
out the JUMP MATH worksheet
to solidify their work.
They MUST turn the hour hand
along with the minute hand. This
will be key in their learning and
in life.
The second part of this lesson
will focus on writing the time in
words, and telling the quarter
time. This difficult task will be
spread across several days.
This quiz will focus on reading Assessment as
the five minute time intervals, the learning
half hour and the quarter time Assessment of learning
and writing their answers. On the
second page, they will draw the
hands based on the time
provided. This quiz will give me
as a teacher a better idea with
how they are doing, and their
grades will be used towards
grouping them for differentiation.
Math Talk showing digital face, Assessment for
Timelines Measurement Relationships
solve problems involving
the relationships between
minutes and hours, hours
and days, days and weeks,
and weeks and years, using
a variety of tools (e.g.,
clocks, calendars,
calculators).
Mid-unit assessment: JUMP MATH: pg. 290
Plan your day Measurement Relationships
solve problems involving
the relationships between
minutes and hours, hours
and days, days and weeks,
and weeks and years, using
a variety of tools (e.g.,
clocks, calendars,
calculators).
Lesson Five: Intervals JUMP MATH: pg. 290-292
of time Measurement Relationships
solve problems involving
the relationships between
minutes and hours, hours
and days, days and weeks,
and weeks and years, using
a variety of tools (e.g.,
clocks, calendars,
calculators).
Lesson Six: Problem Solving:
Word Problems Apply developing problem-
solving strategies as they
pose and solve problems
numbers written, and full word learning
form written.
Show strategy to read time
Do two examples with them.
Encourage the students
Do jump math page to reinforce
knowledge
This lesson and assignment will Assessment as
move the skills of time that we learning
have been working on into time
intervals throughout their school
day
Students are required to plan out
their school day using pictures
and the class schedule
On the board will be written the
start of the school day, recess,
lunch and home time
On the board will be written how
long each class is.
This lesson will move onto the Assessment for
intervals of time, focusing on learning
minutes to hours, hours to days
and days to weeks
After reading a book students
will do an assignment where
they must think of an activity
they or someone can complete
in a second, minute, hour, day,
week, month, year, and decade.
Using the problem solving Assessment for
method students will have a learning
chance to solve time problems.
Using skills they already know
 and conduct investigations,
to help deepen their
mathematical
understanding
Representing:
Create basic
representations of simple
mathematical ideas (using
concrete materials; physical
actions, such as hopping or
clapping; pictures;
numbers; diagrams;
invented symbols), make
connections among them,
and apply them to solve
problems
they will practice by answering
word problems
1. Read the problem
2. Read it again
3. Highlight important
information
4. Cross out unimportant
information
5. Choose an operation
6. Solve showing all of your work
7. Write a sentence answer
A Note to the Parents..
(via Class Dojo)

Hello Parents,

Happy Monday! For the next three weeks our grade three class will
be working on a new time unit for math. We will be incorporating the
interactive math game Prodigy into our unit. Students will get
assignments, which for them will come up as a regular question
when battling opponents in the game, and have to answer 5-10
questions. I encourage you to allow thirty minutes of prodigy at
home so that they may complete the assignments. If you have any
questions about this, feel free to message me. Thank you in
advance!

Miss B
 Evaluation Plan:
Evaluation Tool Assessment Strategies
Quizzes Assessment for learning.
Plan your day timeline Assessment as learning
Prodigy Assessment for learning
Weekly create assignments for
your students to finish during
the media centre time, or at
home to study. This website
allows you to click on the
element of the curriculum you
wish to cover, and assign it.
For differentiation, if a student
got more than one wrong I could Measurement Relationships
reassign the assignment and
make sure to focus on being
with them when they answer the
questions so they can get the
support they need.
*Teachers note: I did not record
any of these grades. This was a
means to create opportunities
for them to solve math problems
outside of the classroom and in
a gaming format.
Unit Test Assessment of learning
Ontario Curriculum Met
Attributes, Units, and
Measurement Sense
read time using analogue
clocks, to the nearest five
minutes, and using digital
clocks (e.g., 1:23 means
twenty-three minutes
after one oclock), and
represent time in 12-hour
notation;
Measurement Relationships
solve problems involving
the relationships between
minutes and hours, hours
and days, days and
weeks, and weeks and
years, using a variety of
tools (e.g., clocks,
calendars, calculators).
Measurement Strand:
Attributes, Units, and
Measurement Sense
read time using analogue
clocks, to the nearest five
minutes, and using digital
clocks (e.g., 1:23 means
twenty-three minutes
after one oclock), and
represent time in 12-hour
notation;
solve problems involving
the relationships between
minutes and hours, hours
and days, days and
weeks, and weeks and
years, using a variety of
tools (e.g., clocks,
calendars, calculators).
Overall Expectation through
Mathematical Processes:
Problem Solving: Apply
 developing problem-
solving strategies as they
pose and solve problems
and conduct
investigations, to help
deepen their
mathematical
understanding
Representing: Create
basic representations of
simple mathematical
ideas (using concrete
materials; physical
actions, such as hopping
or clapping; pictures;
numbers; diagrams;
invented symbols), make
connections among
them, and apply them to
solve problems
Communicating:
communicate
mathematical thinking
orally, visually, and in
writing, using everyday
language, a developing
mathematical vocabulary,
and a variety of
representations
Measurement Strand:
Attributes, Units, and
Measurement Sense
read time using analogue
clocks, to the nearest five
minutes, and using digital
clocks (e.g., 1:23 means
twenty-three minutes
after one oclock), and
represent time in 12-hour
notation;
Measurement Relationships
solve problems involving
the relationships between
minutes and hours, hours
and days, days and
weeks, and weeks and
years, using a variety of
tools (e.g., clocks,
calendars, calculators).
 Entry Lesson: Time After Time
Math: Measurement
Grade Level: Three

Curriculum Expectations:
Attributes, Units, and Measurement Sense
read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g.,
1:23 means twenty-three minutes after one oclock), and represent time in 12-hour notation;
Communicating:
communicate mathematical thinking orally, visually, and in writing, using everyday language, a
developing mathematical vocabulary, and a variety of representations
Learning Expectations
Students will be able to recognize the hour hand and the minute hand on the clock
Students will be able to show their learning by telling the time to an hour and to the half hour

Expected Prior Knowledge:

Be able to tell the time to the hour and to the half an hour
Be able to know the importance of time

Summary Lesson Chart:

Introductory Activity Time Math Talk: Hour Hand, Minute hand, Telling Time

Main Activity Time After Time Activity (Pinterest)

Conclusion Activity JUMP MATH: Worksheet Pages 278-279

Objective: To review their knowledge on time and to build on that prior knowledge to be able to write
the time in their own analogue and digital clock

Method:
1. Begin the lesson by having students sit in their desks and discuss the importance of time
1. Has everyone had the time to go on prodigy this weekend?
2. Why do we tell time?
3. How many minutes are in an hour?
4. How many hours are there in a day?
b. Drawing the clock on the board ask the students if it were 3 oclock where the hour hand would
go. (Stress that the hour hand is smaller than the minute hand)
1. Do the same with the minute hand, making sure the minute hand is longer than the hour
hand
b. Ask the students when class begins at the beginning of the day. Draw the time on the board.
Emphasize that the hour hand moves along with the minute hand at a clock pace
c. Time after time activity:
1. Take the first two cards to show the students how it works. Draw the clock and answer
the time together
2. Have students in their groups each get one question. On their worksheets there will be
eight slots. They must draw the clock time in their worksheet, and then solve what time
it is. They will do so for three questions. They will then share their results with their
groups. The group will help take corrections
b. JUMP Math Books: pg.
Assessment:
Early observation for class participation and overall understanding of these topics

Materials:
Time after Time Cards and Worksheet
Clock manipulatives
JUMP Math books
Whiteboard and whiteboard markers
 Time: 5-minute Intervals!
Strand: Measurement
Grade Level: Three

Curricular Expectations:
Attributes, Units, and Measurement Sense
read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g.,
1:23 means twenty-three minutes after one oclock), and represent time in 12-hour notation;
Communicating:
communicate mathematical thinking orally, visually, and in writing, using everyday language, a
developing mathematical vocabulary, and a variety of representations
Learning Expectations:
To build on the knowledge from the previous lesson to begin reading time to the five minute
Use skip counting strategies to help them find the correct answer

Estimated Time: One forty minute class period

Expected Prior Knowledge:

Know how to read an analogue clock
Know where the hour hand and the minute hand go and how they work together on a clock
Able to read that hour and the minute hand to get the correct time

Summary Lesson Chart:

Introduction Activity
Main Activity
Concluding Activity
JUMP MATH: pg. 280-281
Five-minute interval
Give them all clocks to practice and give them
questions to show me their work
Prodigy Assignment with Chrome Books

Objective: To learn how to read time to the five-minute interval

Method:
1. Begin by reviewing the skills from the previous lesson by passing out the clocks and the jump
math books
2. Give the students five examples. Some of the time 8:00 for the hour of the half hour
3. Then move on to the five minute, have the students recite the five minutes going around the
clock
4. Have students answer some five minute questions
5. Work on your JUMP MATH: pg. 280-281
6. Prodigy Assignment: 10 Questions

Materials:
Chrome books for each student
Clock manipulative for student
Clock manipulative for teacher
JUMP! Math books
Headphones for music
 Match-it Time!
Using the clock cards given to you, figure out the time with your groups. Draw the
correct time on the analogue clocks, and then write the time underneath in words.
 Name: _________________________

Math Quiz: Telling Time

Write the time below each clock in digital form.

Example:
Draw the hour hand and the minute hand on the analogue clocks below. Use the digital
time written to help you.

Example:

Write the time underneath the clock in words.

Example:

__quarter to five__

Mathematics: Timelines
 Strand: Measurement
Grade Level: Three

Curricular Expectations: Measurement Strand:

Attributes, Units, and Measurement Sense
read time using analogue clocks, to the nearest five minutes, and using digital clocks (e.g.,
1:23 means twenty-three minutes after one oclock), and represent time in 12-hour notation;
Measurement Relationships
solve problems involving the relationships between minutes and hours, hours and days, days
and weeks, and weeks and years, using a variety of tools (e.g., clocks, calendars, calculators).

Learning Expectations:
Be able to plan out their school day
Be able to understand the importance of time and timelines

Estimated Time: One forty minute class period

Expected Prior Knowledge:

Be able to skip count 5s, and 10s
Be able to use the schedule and their own knowledge to understand the school day

Summary Lesson Chart:

Introduction Activity Importance of Time
Main Activity Morning until recess
Concluding Activity Worksheet

Objective: To understand how to create and use a timeline for their benefit

Method:
1. Discuss the important of timelines. Why are they important?
a. History
b. Vimy Ridge 100 year anniversary, timelines let us know these things
2. Discuss the school morning. What time do we get to school? What time is first recess? What
do we do in between?
a. Do this section of the worksheet together. Figure out the time elapsed during this time
period giving them the duration of time for each morning lesson
3. Allow them to complete the worksheet
a. Make sure to put the duration of the lessons for the rest of the day, including lunch and
lunch recess
b. Stress the importance of using their whiteboards to figure out the elapsed time

Materials:
Whiteboards and whiteboard markers for students
Board to show examples
Worksheets (Timelines created by Katarina Baziw, Timeline of Our School Day created by
Ms. Lutgendorf)
 Timelines!
Fill out the following questions to help you create your
own timeline for your day

What time do you usually wake up?

_____________

What time do you usually eat dinner?

_____________

Do you have an after school activity? If so, what is it and

at what time does it start?

_____________

What time to you get home from school?

_____________

When do you go to bed?

_____________
Timeline of Our School Day Name:

_ _:_ _

_ _:_ _

_ _:_ _

_ _:_ _

_ _:_ _

_ _:_ _

_ _:_ _

_ _:_ _
Mathematics: Time Intervals
Strand: Measurement
 Grade Level: Three

Curricular Expectations:
Measurement Relationships
o solve problems involving the relationships between minutes and hours, hours and days,
days and weeks, and weeks and years, using a variety of tools (e.g., clocks, calendars,
calculators).
Learning Expectations:
Students will learn the concepts of longer time periods such as how many hours are in a day,
how many days in a week, how many weeks in a year etc.
Students will begin to understand how all units of time are connected and connect with their
own life.

Estimated Time: Two forty-minute class periods

Expected Prior Knowledge:

Students are expected to know how many seconds are in a minute
Students are expected to know how many minutes are in an hour

Summary Lesson Chart:

MAD MINUTE Multiplication Practice prior to lesson
Introduction Activity Read: Counting Time From Second to Centuries
by Joan Sweeny
Main Activity Counting Time Assignment and present to groups
Concluding Activity JUMP MATH: 290-292

Objective: For students to see how time connects to their everyday life, and to understand the
differences in the measurement of time intervals

Method:
1. I will read the students the book Counting Time from the Second to Centuries by Joan Sweeny
a. Discuss: What happened in the book?
b. What are some things we can do in each time interval?
c. Create a brainstorm on the board to help students. Have them come to the board to
write them
2. Give students the assignment with a template for them to input their answers into
a. Go over how for each interval of time they must name an activity they can complete in it,
and draw a picture to represent that time interval
3. Students will then present in their table rows their activities and discuss how some are different
than others, but they complete something in the same time frame
4. JUMP MATH pages. Note that many of the students have completed page 290 and that this
page is for students who havent had a chance to complete their page to work on it now.

Assessment Strategies:

Materials:
JUMP MATH books
Worksheet with template for students assignment
Book: Counting Time from the Second to Centuries
 Whiteboard and whiteboard markers for brainstorm activity
Mad minute sheet
Timer
 Name: _________________________
From A Second to A Year

One Second One Minute One Hour

_______________________ _______________________ _______________________

One Day One Week One Year

______________________ _______________________ ______________________

 Mathematics: Time Word Problems
Strand: Measurement
Grade Level: Three

Curricular Expectations:
Problem Solving: Apply developing problem-solving strategies as they pose and solve
problems and conduct investigations, to help deepen their mathematical understanding
Representing: Create basic representations of simple mathematical ideas (using concrete
materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams;
invented symbols), make connections among them, and apply them to solve problems
Communicating: communicate mathematical thinking orally, visually, and in writing, using
everyday language, a developing mathematical vocabulary, and a variety of representations

Learning Expectations:
To learn the best strategies and ways to solve word problems
To apply their learning of time, and solve word problems

Estimated Time: One forty minute class session

Expected Prior Knowledge:

Students must be able to know time to the hour, half hour, quarter time and the five minute
interval
Students must be able to convey their answers in two ways; pictures and words

Summary Lesson Chart:

Introduction Activity Anchor Chart: Problem Solving
Main Activity Go through two problems together as a class
Concluding Activity Independent Math Practice Worksheet

Objective: For students to be able to use math problem solving strategies to help them solve a word
problem.

Method:
1. Introduce the anchor chart
a. Discuss how each step is important to getting your answer when solving a word
problem
b. Go through each step of the process and ask the students what each step means to
them
2. Have a question on the smart board. How do we solve this using our problem solving method?
a. Have students come to the smart board and highlight and cross out the words that are
important and unimportant in solving the problem
b. Have students use the smart board to show their answers in pictures, numbers and
words
3. Have a second question on the smart board. Without my help and as a class, how do we solve
this question using the problem solving method?
4. Independent Practice

Assessment Strategies: Observation of class participation, observation of independent practice

Materials:
Anchor Chart
Questions for Smart Board
Worksheets for Independent Practice
Highlighters
 Mathematics: Time Word Problems part 2
Strand: Measurement
Grade Level: Three
Curricular Expectations:
Problem Solving: Apply developing problem-solving strategies as they pose and solve
problems and conduct investigations, to help deepen their mathematical understanding
Representing: Create basic representations of simple mathematical ideas (using concrete
materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams;
invented symbols), make connections among them, and apply them to solve problems
Communicating: communicate mathematical thinking orally, visually, and in writing, using
everyday language, a developing mathematical vocabulary, and a variety of representations

Learning Expectations:
To learn the best strategies and ways to solve word problems
To apply their learning of time, and solve word problems

Estimated Time: One forty minute class session

Expected Prior Knowledge:

Students must be able to know time to the hour, half hour, quarter time and the five minute
interval
Students must be able to convey their answers in two ways; pictures and words

Summary Lesson Chart:

Introduction Activity Anchor Chart: Problem Solving
Main Activity Go through two problems together as a class
Concluding Activity Independent Math Practice Worksheet

Objective: For students to be able to use math problem solving strategies to help them solve a word
problem.

Method:
1. Go over the anchor chart from the previous class
2. Do two questions with the students using the problem solving method. Do one with them
together, and then one independently with their whiteboard
a. Mrs. W ordered pizza for her family at 4:05pm. It takes 20 minutes to bake and 35
minutes to deliver. At what time does her family get to eat the pizza?
b. Miss B has a flight to catch at 7:30pm. If she leaves school at 3:53pm, how much time
does she have to eat, get to the airport and check in her luggage?
3. Baking Time Task Cards Activity
a. Differentiated
i. Ms. Ls group: Nate, Gordon, Percy, Amelia, Katie, Zarya, Corbin
ii. Miss Bs group: Olivia, Nicky, Gillian, Eden, Pelina, Harout, Jareen

Materials:
Baking Time Task Cards and Worksheet
Whiteboards and Whiteboard markers
Anchor chart
Jess put the muffins in the
oven at 12:15. She
checked on them 35
minutes later. What time
did she check on the
muffins?
Max started baking at
7:30 and worked for 90
minutes and took a break.
What time was his break?

Chris set his timer for 45 Kelly put her chocolate

minutes starting at 9:20. cake in the oven at 10:40.
What time will his timer go It takes 40 minutes to
off? bake. What time should
she take it out of the
Suzy Palmer
oven?

Kevin started making a

Cupcakes take 20 minutes
cake at 1:05. It took him
to bake. Sara baked 3
15 minutes to make the
batches of cupcakes
batter and 30 minutes to
starting at 3:50. What time
bake. What time was it
was she done baking?
done?

Ben got to the bakery at Maggie baked four cakes.

6:50 and worked for 5
hours and 20 minutes
before he took a lunch
break. What time did he
have his break?
Each cake took 25
minutes to bake. If she
started at 1:50, what time
was the last cake done?
 Suzy Palmer

Banana bread takes 70 Jack started frosting

minutes to bake. If Sheila cupcakes at 7:10. It took
put it in the oven at 1:35, him 75 minutes to frost all
what time will it be of the cupcakes. What time
done? was he done?

Mason was decorating a

very large birthday cake. It takes 15 minutes to mix
He started it at 3:05 and the ingredients for lemon
it took him 2 hours and bars and 20 minutes to
10 minutes. What time bake them. If Kelly started
was he done? at 6:40, what time were
they done?
Suzy Palmer

Alyssa spent 10 minutes

Jake worked in the bakery
making icing and 45
for 3 hours and 45 minutes
minutes decorating
and then took a break. He
cookies. If she started at
started working at 7:10.
5:35, what time did she
What time was his break?
finish?

Chocolate chip cookies It took Meg 35 minutes to

take 10 minutes to bake. wash dishes, 15 minutes to
If Katie started at 7:50 sweep, and 10 minutes to
and made 5 batches of put things away. If she
cookies, what time did started cleaning at 12:05,
she finish baking?
when was she done?
Suzy Palmer

Bakery Kids Elapsed Time

Name:_______________________________
Date:_______________________
Write the answer from each task card in the matching box.

A. B. C. D.

E. F. G. H.

I. J. K. L.

M. N. O. P.

Name: _____________________________________
Date: _____________________________________

Math Unit Test

Try your best, show your work and take your time!

Draw the hour hand and the minute hand on the analogue clocks below. Use the digital time
written to help you.
Example:
y

12:30PM

1:00PM

1:30PM

2:00PM

2:30PM

3:00PM

7. Using the timeline, answer the questions about our school day.
Please show your work. 3:30PM

Lunch
a) What time does gym begin? 4:00PM

_________________________

4:30PM
b) What time does school end? Gym

5:00PM
 _________________________

Creation Studies
c) How much time does it take to get home?

d) How much time is there between

lunch and the end of the school day? End of day

Get Home

Dinner

8. May put her pie in the oven at 6:30 p.m. The pie baked for 2 hours and 30 minutes. What
time did she take the pie out? Show all of your work, and write your answer in sentence form.
9. Miss B has a flight to catch at 7:30pm to London England. If she leaves school at 3:53pm,
how much time does she have to get to the airport, check her luggage, and eat dinner?

Reference List:

Math Quiz: Various worksheets from

www.educationworksheets.com

Math Anchor Chart:

http://imgur.com/0pCFZk2

Math Problem Solving Method:

http://www.talesfromoutsidetheclassroom.com/2014/05/problem-solving-
practice.html

Math Station: Baking Time Task Cards

Suzy Palmer, Teacherspayteachers

Math Station: Time After Time

http://schoolisahappyplace.blogspot.ca/2014/04/this-is-way-we-write-room-
three-write.html