Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock Lesson 2.4.

Slides:

Advertisements

Similar presentations

Module 5 Lesson 2. Objective Add and subtract multiples of 100 including counting on to subtract.

Advertisements

 I can solve word problems involving the division of whole numbers with answers in the form of fractions or whole numbers.

5th Grade Module 2 – Lesson 5

MODULE 5 Lesson 18. Objective Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place.

Lesson 7.11 One Dollar.

Subtract Multiples of 100 and Some Tens

Lesson 17: Objective: Relate decimal and fraction multiplication

More and Less Lesson 5.1:.

Add and Subtract Multiples of 100

Solve multiplicative comparison word problems by applying the area and perimeter formulas Lesson 3.2:

By the end of the lesson, you will be able to…

Number Bonds of Ten Lesson 1.1.

Two-Step Word Problems

Engage NY Math Module 2 Lesson 9: Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems.

Monday, March 10, 2014.

Round two- and three-digit numbers to the nearest ten on the vertical number line Lesson 2.13.

Round to the nearest hundred on the vertical number line

Module 7 Lesson 8.

Topic a: Place value of multi-digit whole numbers

Extend the use of place value disks to represent three- and four-digit by one-digit multiplication Lesson 3.8:

Math Module 3 Multi-Digit Multiplication and Division Topic E: Division of Tens and Ones with Successive Remainders Lesson 14: Solve division word problems.

Module 1 Lesson 13 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic e: multi-digit whole number subtraction 4.nbt.4 4.nbt.1 4.nbt.2.

Topic c: rounding multi-digit whole numbers 4.nbt.3

CONFIDENTIAL 1 Good Afternoon! Let's warm up ) ) Write, or = 3.) Order these numbers from least to greatest

What are the steps in the Four Step Plan to solve math problems? Miss Hartgrove Hanes Middle School.

Module 1 Lesson 16 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic e: multi-digit whole number subtraction 4.nbt.4 4.nbt.1 4.nbt.2.

Relate skip-counting by fives on the clock and telling time to a continuous measurement model, the number line Lesson 2.2.

Math Unit 4 Lesson 6 Draw rows and columns to determine the are of a rectangle given an incomplete array.

Lesson 15: I can divide decimals using place value understanding, including remainders in the smallest unit.

Metric Mass Lesson 2.2:. Add and Subtract Meters and Centimeters 540 cm cm = ____. Say 540 centimeters in meters and centimeters. 5 meters 40 centimeters.

Explore time as a continuous measurement using a stopwatch Lesson 2.1.

Module 2 Topic B Lesson 5 Metric Unit Conversions 4.MD.1 and 4.MD.2.

Lesson 2.1:. Meter and Centimeter Number Bonds How many centimeters are in 1 meter? Write a number bond filling in the missing part. Write a number bond.

MODULE 1 LESSON 1 UNDERSTAND EQUAL GROUPS OF AS MULTIPLICATION FIRST MATH LESSON OF THE YEAR!! WOOOOO.

Topic b: comparing multi-digit whole numbers 4.nbt.2

Module 6 Lesson 9.

Can you draw something?  What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the.

Problem Solving with Time Skip counting and number lines.

Applying the Distributive Property Lesson Application Problem O A parking structure has 10 levels. There are 3 cards parked on each level. How many.

Module 5 Lesson 20. Objective  Choose and explain solution strategies and record with a written addition or subtraction method.

Lesson Draw 8 stars in each unit and bracket the total with a question mark. Say the addition sentence. Say the multiplication sentence starting.

Problem Solving with Time Skip counting and number lines.

Module 3 Lesson 17&18.

Lesson 3.  Add and subtract multiples of 10 and some ones within 100.

Splash Screen. Lesson Menu Five-Minute Check (over Lesson 11–6) Main Idea and Vocabulary Example 1:Elapsed Time Example 2:Rename Units of Time Example.

+ Lesson 4 and 5. + Draw the number of cubes I show with quick tens and ones. Show me your boards. Tell me the number. 24! Draw the number I show with.

Lesson 9 and 10.  Use math drawings to represent the composition when adding a two-digit to a three-digit addend.

1 Hour Half Hour Quarter Hour Quarter ’til 1 Hour Half Hour.

Module 1 lesson 5. Let’s Happy Count the Say Ten Way. Let’s start at 6 tens 2 Now try it for 30 seconds with your partner.

Lesson  Draw an array to match my picture.  Skip-count by twos to find how many total objects there are.  How many groups of 2 are there?  Say.

Module 6 Lesson 4. Objective Represent equal groups with tape diagrams, and relate to repeated addition.

MODULE 4 Lesson 4. Objective Add and subtract multiples of 10 and some ones within 100. Solve one- and two-step word problems within 100 using strategies.

Module 3 Lesson 13. Objectives  Read and write numbers within 1,000 after modeling with place value disks.  Model numbers with more than 9 ones or 9.

Math Module 3 Multi-Digit Multiplication and Division Topic E: Division of Tens and Ones with Successive Remainders Lesson 16: Understand and solve two-digit.

Lesson 2.3. Application Problem There are 12 tables in the cafeteria. Five students sit at each of the first 11 tables. Three students sit at the last.

Created by Gwendolyn Best Elapsed Time. Created by Gwendolyn Best Finding Elapsed Time Given a starting time and an ending time, find out how much time.

Multiplication and Area Module 4: Lesson 6 Objective: Draw rows and columns to determine the area of a rectangle, given an incomplete array.

Tape Diagrams and Equal Groups

Interpreting the Quotient

5th Grade Module 2 – Lesson 5

Skip-Counting in Models

Engage NY Math Module 5 Lesson 5: Connect visual models and the distributive property to partial products of the standard algorithm without renaming.

Engage NY Math Module 3 Lesson 3: Write and interpret numerical expressions and compare expressions using a visual model.

The front of a clock is called the _________of a clock.

Elapsed Time By Mrs. Stephanie Estes.

Year 2 Summer Term Week 12 Lesson 4

Year 2 Summer Term Week 12 Lesson 4

Use Time Intervals How can you find a starting time or an ending time when you know the elapsed time? MAFS.3.MD.1.1.

Telling Time to the Nearest Minute

Lesson 4 Add and Subtract Unlike Fractions

Presentation transcript:

Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock Lesson 2.4

Application Problem Patrick and Lilly start their chores at 5:00 p.m. The clock and the number line show the times that Patrick and Lilly finish their chores. Who finishes first? Explain how you know. Solve the problem without drawing a number line. You might want to visualize or use your clock template, draw a tape diagram, use words, number sentences, etc.

Application Problem Solution

Guided Instruction Concept Development Problem 1 Look back at your work on today’s Application Problem. We know that Lilly finished after Patrick. Let’s use a number line to figure out how many more minutes than Patrick, Lilly took to finish. Label the first tick mark 0 and the last tick mark 60. Label the hours and 5-minute intervals. Plot the times 5:31 p.m. and 5:43 p.m.

Guided Instruction Concept Development Problem 1 Plot the times 5:31 p.m. and 5:43 p.m. We could count by ones from 5:31 to 5:43, but that would take a long time! Discuss with a partner a more efficient way to find the difference between Patrick and Lilly’s times. Work with a partner to find the difference between Patrick and Lilly’s times. How many more minutes than Patrick did it take Lilly to finish her chores? 12 minutes more

Guided Instruction Concept Development Problem 1 What strategy did you use to solve this problem? Possible strategies: Count by ones to 5:35, by fives to 5:40, by ones to 5:43. Subtract 31 minutes from 43 minutes. Count backwards from 5:43 to 5:31. Know 9 minutes gets to 5:40 and 3 more minutes gets to 5:43. Add a ten and 2 ones.

Guided Instruction Concept Development Problem 1 We started math at 10:15 a.m. We worked for 23 minutes. What time was it when we ended?

Guided Instruction Concept Development Problem 1 Jenay starts reading at 11:24 a.m. She finishes reading at 11:57 a.m. How many minutes does she read?

Guided Instruction Concept Development Problem 1 Joe finishes his homework at 5:48 p.m. He works for 32 minutes. What time does he start his homework?

Guided Instruction Concept Development Problem 2 It took me 42 minutes to cook dinner last night. I finished cooking at 5:56 p.m. What time did I start? Let’s use a clock to solve this problem. Work with your partner to draw the hands on your clock to show 5:56 p.m. Talk with your partner, will you count backward or forward on the clock to solve this problem? Use an efficient strategy to count back 42 minutes. What time did I start making dinner? 5:14 p.m.

Guided Instruction Concept Development Problem 2 Dade starts riding his bike at 3:13 p.m. He rides for 37 minutes. What time does he stop riding his bike? Let’s use a clock to solve this problem?

Guided Instruction Concept Development Problem 2 I start exercising at 7:11 a.m. I finish exercising at 7:54 a.m. How many minutes do I exercise? Let’s use a clock to solve this problem?

Guided Instruction Concept Development Problem 2 Kailyn works on her art project for 37 minutes. She finishes working at 1:48 p.m. What time does she start working? Let’s use a clock to solve this problem?

Exit Ticket Independent reading time starts at 1:34 p.m. It ends at 1:56 p.m. 1. Draw the start time on a clock. 2. Draw the end time on a clock. 3. How many minutes does independent reading time last?

Math Log How did we use counting as a strategy to problem solve today?