Adding and Subtracting Time in Word Problems

By (date), when given (10) word problems involving the addition and subtraction of time intervals in minutes, (name) will correctly write the new time or the time... interval (e.g. "20 minutes passed from start to finish of recess", "8:35pm is when recess ended") scoring (8/10) in (4 out of 5) time word problem activities.
  • By (date), when given (10) word problems involving the addition and subtraction of time intervals in minutes and a printed face of a clock without hands for each problem, (name) will correctly draw the problem using the clock faces and write the new time or the time interval (e.g. "20 minutes passed from start to finish of recess", "8:35pm is when recess ended") scoring (8/10) in (4 out of 5) time word problem activities.
  • By (date), when given (10) word problems involving the addition and subtraction of time intervals in minutes and a physical manipulative clock, (name) will correctly write the new time or the time interval (e.g. "20 minutes passed from start to finish of recess", "8:35pm is when recess ended") scoring (8/10) in (4 out of 5) time word problem activities.
  • By (date), when given (5) word problems involving the addition of time intervals in minutes acted out by the teacher using a physical clock and a printed face of a clock with the problem information already drawn in, (name) will correctly use a physical manipulative clock to match the times shown in the teacher's instruction and draw the time of the answer scoring (4/5) in (4 out of 5) time word problem activities.

UDL-Aligned Strategies About UDL

  • Increase mastery-oriented feedback
    Instead of students completing the word problem activity independently, teachers can have students participate in a large group activity where each students is given a small white board and a white board marker. Teachers can project one time interval word problem at a time using a document camera and have students read the problem aloud then hold up their answer to their chin "chin it" when they are finished. When students "chin it" teachers can give immediate corrective feedback or positive reinforcement for the correct strategies being shown.
  • UDL II 5.1 Use multiple media for communication
    Instead of students writing their answer on a designated line on an activity page, teachers can give students a printed face of a clock without hands for each problem. Students can use the face of the clock to draw using different colored pencils, the appropriate start time in one color and the addition or subtraction interval in a new color to find each answer.
  • UDL I 2.5 Illustrate through multiple media
    instead of teachers giving students word problems without visual support, teachers can demonstrate the time intervals given in each word problem by using a physical clock to show students how the hands move showing the minutes lost or gained in each circumstance given in each word problem.

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Standards

3.MD.1 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
3.MD.1 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Standard Staircase

Identifies Days of the Week

By (date), given a days-of-the-week flip chart on rings and read to aloud from a calendar worksheet with fill-in-the-blank statements identifying past, present, future days (e.g., yesterday was ___, today is ___, tomorrow will be __), student will fill in the blanks by writing or tracing the correct day on calendar worksheet for (4 out of 5) days a week.

Recognize Different Using Clock Faces

By (date), given images of (3) clock faces (2 show the same time, 1 is different) and asked by the teacher (e.g. “Which clock is different?”), (name) will point to the clock face that is different, for (4 of 5) clock comparisons.

Identifies Days of the Week

By (date), given a days-of-the-week flip chart on rings and read to aloud from a calendar worksheet with fill-in-the-blank statements identifying past, present, future days (e.g., yesterday was ___, today is ___, tomorrow will be __), student will fill in the blanks by writing or tracing the correct day on calendar worksheet for (4 out of 5) days a week.

Recognize Different Using Clock Faces

By (date), given images of (3) clock faces (2 show the same time, 1 is different) and asked by the teacher (e.g. “Which clock is different?”), (name) will point to the clock face that is different, for (4 of 5) clock comparisons.

Telling Time to the Half-Hour

By (date), when given (10) digital and (10) analog printed representations of clocks, (name) will verbally tell and write the time in hours and half-hours with (16 out of 20) correct responses in (4 out of 5) time-telling activities.

Identifies Days of the Week

By (date), given a days-of-the-week flip chart on rings and read to aloud from a calendar worksheet with fill-in-the-blank statements identifying past, present, future days (e.g., yesterday was ___, today is ___, tomorrow will be __), student will fill in the blanks by writing or tracing the correct day on calendar worksheet for (4 out of 5) days a week.

Recognize Different Using Clock Faces

By (date), given images of (3) clock faces (2 show the same time, 1 is different) and asked by the teacher (e.g. “Which clock is different?”), (name) will point to the clock face that is different, for (4 of 5) clock comparisons.

Tell and Write Time to the Nearest 5 minutes

Given (10) digital and (10) analog printed representations of clocks, (name) will verbally tell and write the time to the nearest 5 minutes using a.m. and pm. with (16/20) correct responses in (4/5) time activities.

Tell Time from an Analog Clock

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By (date), given a real-life analog clock face (e.g. classroom clock, watch face), (name) will tell the time on the clock to the nearest 30 minutes, 5 minutes, or 1 minute, with (80%) accuracy (i.e. 4 out of 5 clocks correct), for (2 out of 3) sets of clocks.

Recognizes Weekly Schedule

By (date), given an adapted (3)-week schedule (e.g., weeks labeled "last week", "this week", "next week" and weekdays labeled M-F) with activity symbols posted in each day of the week (e.g., picture of swimming on pool day, picture of music notes for music class), and asked a question about the schedule (e.g. “When was speech therapy last week?”, “When will we go to music class this week?”), (student) will verbally answer (4) out of (5) schedule questions correctly.

Recognize Hour/Minute Hands on a Clock

By (date), immediately after a teacher says the time on an analog clock while pointing to the hour and minute hands (e.g. “This hour hand shows 3,” pointing to the hour hand... “this minute hand shows 30,” pointing to the minute hand”), shown (1) clock face and told the time shown (e.g. “This clocks says 7 o’clock.”), and asked to identify either the hour or minute hand (e.g. “Which hand shows the hours?), (name) will point to the correct hand, in (4 of 5) clock examinations.

Telling Time to the Nearest Minute

Given (10) digital and (10) analog printed representations of clocks, (name) will verbally tell and write the time to the nearest minute using a.m. and pm. with (16/20) correct responses in (4/5) time activities.

Adding and Subtracting Time in Word Problems

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By (date), when given (10) word problems involving the addition and subtraction of time intervals in minutes, (name) will correctly write the new time or the time interval (e.g. "20 minutes passed from start to finish of recess", "8:35pm is when recess ended") scoring (8/10) in (4 out of 5) time word problem activities.

Compare Volumes of Two Containers

By (date), immediately after watching the teacher demonstrate filling (2) measuring cups (2 different sizes) with water and verbally comparing their volumes (e.g. “This larger cup says 1 liter at the top line, while this small one says 1 cup. This one holds more.”) and given (2) empty measuring cups, (name) will fill the cups with water and verbally say which holds “more” or “less”, for (4 of 5) volume comparisons.

Create Different Combinations of Coins to Represent a Value

By (date), when given an item with its written cost (e.g., 15 cents for an apple) and a pile of mixed coins, (student) will follow a teacher model to select (3) different combinations of coins (e.g., one dime and five pennies, fifteen pennies, and three nickels) to represent the cost of that item for (5) different items in (3 out of 5) opportunities.

Recognizes Weekly Schedule

By (date), given an adapted (3)-week schedule (e.g., weeks labeled "last week", "this week", "next week" and weekdays labeled M-F) with activity symbols posted in each day of the week (e.g., picture of swimming on pool day, picture of music notes for music class), and asked a question about the schedule (e.g. “When was speech therapy last week?”, “When will we go to music class this week?”), (student) will verbally answer (4) out of (5) schedule questions correctly.

Recognize Hour/Minute Hands on a Clock

By (date), immediately after a teacher says the time on an analog clock while pointing to the hour and minute hands (e.g. “This hour hand shows 3,” pointing to the hour hand... “this minute hand shows 30,” pointing to the minute hand”), shown (1) clock face and told the time shown (e.g. “This clocks says 7 o’clock.”), and asked to identify either the hour or minute hand (e.g. “Which hand shows the hours?), (name) will point to the correct hand, in (4 of 5) clock examinations.

Compare Volumes of Two Containers

By (date), immediately after watching the teacher demonstrate filling (2) measuring cups (2 different sizes) with water and verbally comparing their volumes (e.g. “This larger cup says 1 liter at the top line, while this small one says 1 cup. This one holds more.”) and given (2) empty measuring cups, (name) will fill the cups with water and verbally say which holds “more” or “less”, for (4 of 5) volume comparisons.

Create Different Combinations of Coins to Represent a Value

By (date), when given an item with its written cost (e.g., 15 cents for an apple) and a pile of mixed coins, (student) will follow a teacher model to select (3) different combinations of coins (e.g., one dime and five pennies, fifteen pennies, and three nickels) to represent the cost of that item for (5) different items in (3 out of 5) opportunities.

Recognizes Weekly Schedule

By (date), given an adapted (3)-week schedule (e.g., weeks labeled "last week", "this week", "next week" and weekdays labeled M-F) with activity symbols posted in each day of the week (e.g., picture of swimming on pool day, picture of music notes for music class), and asked a question about the schedule (e.g. “When was speech therapy last week?”, “When will we go to music class this week?”), (student) will verbally answer (4) out of (5) schedule questions correctly.

Recognize Hour/Minute Hands on a Clock

By (date), immediately after a teacher says the time on an analog clock while pointing to the hour and minute hands (e.g. “This hour hand shows 3,” pointing to the hour hand... “this minute hand shows 30,” pointing to the minute hand”), shown (1) clock face and told the time shown (e.g. “This clocks says 7 o’clock.”), and asked to identify either the hour or minute hand (e.g. “Which hand shows the hours?), (name) will point to the correct hand, in (4 of 5) clock examinations.

Compare Volumes of Two Containers

By (date), immediately after watching the teacher demonstrate filling (2) measuring cups (2 different sizes) with water and verbally comparing their volumes (e.g. “This larger cup says 1 liter at the top line, while this small one says 1 cup. This one holds more.”) and given (2) empty measuring cups, (name) will fill the cups with water and verbally say which holds “more” or “less”, for (4 of 5) volume comparisons.

Create Different Combinations of Coins to Represent a Value

By (date), when given an item with its written cost (e.g., 15 cents for an apple) and a pile of mixed coins, (student) will follow a teacher model to select (3) different combinations of coins (e.g., one dime and five pennies, fifteen pennies, and three nickels) to represent the cost of that item for (5) different items in (3 out of 5) opportunities.