Backward Design Planning

Student Name: Emily Banta School: Amanda E Stout Elementary Date: 4-16-18

Grade: 3rd Group Size: 5-7

Subject: Elapsed Time

Title: The Zoom Method

PA Core Standard(s):

CC.2.4.3.A.2 Tell and write time to the nearest minute and solve problems by calculating time intervals.

PA Eligible Content or Alternate Eligible Content:

M03.D-M.1.1.1 Tell, show, and/or write time (analog) to the nearest minute.

M03.D-M.1.1.2 Calculate elapsed time to the minute in a given situation (total elapsed time limited to 60
minutes or less).

Stage 1: Desired Results

Understanding(s):

 Numerical quantities, calculations, and measurements can be estimated or analyzed by using

appropriate strategies and tools.
 Measurement attributes can be quantified, and estimated using customary and non-customary units of
measure.

Essential Question(s):

 What does it mean to estimate or analyze numerical quantities?

 When is it is appropriate to estimate versus calculate?
 How precise do measurements and calculations need to be?

Established Objective(s):

The students will calculate elapsed time to the nearest quarter of an hour by using the zoom method with 75%
accuracy.

Foundational Knowledge:

 Know how to tell time

 Know how to add/subtract
 Know how to count by 5s

Key Knowledge/Competencies/Skills:

 Solve problems.
  Make estimations.
 Tell and write time to nearest minute.
 Calculate time intervals.
 Practice with word problems

Key Vocabulary, Concepts, and/or Symbols:

 Elapsed time- the amount of time that passes from the beginning of an event to the end

Duration: 30 minutes

Stage 2: Assessment Evidence

Performance Task(s):

The students will complete a 4-question worksheet with elapsed time word problems using the zoom method.

Other Evidence:

The teacher will adjust instruction based on student success throughout the lesson. This is a small group lesson,
so it will be easy to gauge how the students are doing before giving the worksheet.

Stage 3: Learning Plan

Learning Activities:

Materials:

 Zoom think mats

 Dry erase markers
 Paper towels
 Worksheet
 Laminated word problems

Suggested Instructional Strategies:

 Zoom method
 think aloud

Instructional Procedures

Anticipatory Set:
 Ask the students if they know what “elapsed time” is.
 Explain that elapsed time is the amount of time that passes from the beginning of an event to the
end.
 Tell the students that today, they are going to learn a new way to find elapsed time called the
Zoom Method.
 Model:
 Show the students what the think mat looks like. Point out where they write in the start time in
the problem and the end time. Model for the students how to round up to the nearest hour from
the start time, and round down to the nearest hour from the end time.
 Next, model for the students how to find the three differences.
 Last, model how to add the three differences to find the total elapsed time.
 Show the students the first word problem. Read it to them and think aloud how to find the start
time and the end time in the word problem.
 Model the entire problem again for them.

Guided Practice:
 Give each student a think mat to use.
 Show the students the next word problem. Ask one of the students to read it.
 Have the students decide what the start and end times for the problem are. Guide them toward
the correct answer.
 Work with the students to fill in the think mat and find the elapsed time.
 Do about 3 more problems with the students, more or less depending on need.

Independent Practice:
 Pass out the worksheet to the students. Have them work on their own to find the elapsed time in
the problems.
 Work with individual students if needed

Closing:
 Do a whip around and have each student name one thing they learned

Supports and Scaffolds:

 If the students are struggling, save the worksheet for the next day and continue guided practice
with them. If they are doing well, try giving them problems finding elapsed time to the nearest
minute.

Related Materials/Resources:

Teacher Reflection:
This lesson was not great, but I thought it went pretty well. I think that the lesson itself is good and that

if I had more time and several days that the students could really get and use this method, but I only had thirty

minutes which was not nearly enough time. I had anticipated getting more done than I did, though from the

start I did not think that thirty minutes would be enough time for the whole lesson. With both groups, I was

able to explain and model the strategy. The first group did three word problems with me and the second group

did four word problems with me. They understood where to plug in the numbers and what they were supposed

to do for all of the boxes. They did well with rounding down to the nearest hour (12:15 to 12:00), but struggled
with rounding up to the nearest hour (12:45 to 1:00). Mrs. Rankin mentioned that this might be hard for them,

so I was ready for it.

These students also struggle with the concept of counting by fives when working with time. They can

slowly count by fives around the clock, but when they are supposed to go from “55” to the next hour, they

instead go from “55” to “60.” When determining the difference, they were able to easily recognize that from

12:00 to 12:15 there is a difference of fifteen minutes, but struggled with the difference between 12:45 and

1:00 because of the change in hour. The students also struggled with determining the difference between the

two hour boxes if the difference was more than 2 hours. I used the back of the laminated sheet to show them a

simplified version of mountains, hills, and rocks, just using hour jumps. After seeing how easily they

understood that method, I am thinking that they might have done better with using that method all together.

I do believe that my teaching was consistent and clear, but there is always room for improvement. I am

learning more and more that if instruction is not consistent and in simple terms, my students get very confused.

After teaching this lesson, I think that the students would benefit more from a basic lesson for telling time.

Unfortunately, there are not even time standards in fourth grade. The ability level of these students is at a first-

grade level for telling time, and they still struggle with that. I would go back and teach them a few lessons on

telling time, then try this lesson again.