Take an airplane, take a railway train, take a Greyhound bus, or
run a marathon, it's all about elapsed time!

Designed by: David K. Blackwell     School: Gibbes Middle School

Grade Level: 6     Subject(s): Math

Right click here to download a Microsoft Word document of this lesson plan!

Instructional Activities:

Day One
* The teacher will introduce the lesson by asking the essential questions and allowing students to give their answers orally. 

* The teacher will show the students both an analog and digital clock to demonstrate and review how time is represented on both types of clocks. Questions to be asked should include some of the following:

1. How many seconds in a minute?
   

2. How many minutes in an hour?
   

3. How many hours in a day?
   

* The students will be re-introduced to computing time (the concept has been introduced in previous grades) with direct instruction on adding and subtracting hours, minutes and seconds. The teacher can use the appropriate pages in the textbook listed in Materials/Resources as part of this lesson. 

* The teacher should walk the students through the different ways students can figure the elapsed time on the overhead by showing examples of airplane, railroad, and bus schedules. To keep it simple, this lesson is done with only the Eastern Time Zone. To increase the rigor of the lesson, the teacher could include the other time zones, but would have to do an additional lesson on computing those elapsed times to include the changes in time.

* Then, the teacher will show examples of scheduled flights, train and bus trips. If possible the teacher should obtain printed schedules from all three modes of transportation.

* After the teacher does direct instruction in computing and converting time into hours, minutes, and seconds, the students should be divided into pairs. Each pair should be given two of Appendix A - Greyhound TICKET CENTER. They can work together to compute the answers, but should reach consensus on the final answers. The teacher should monitor the class while they are working, providing assistance as the need arises.

* Once all pairs have completed Appendix A, the teacher should have pairs volunteer one of the answers. They should explain how they obtained their answers. The teacher should monitor all answers and make suggestions and comments where necessary. 

Day Two

* Appendix D - 2001 CAROLINA MARATHON RELAY can be used to allow students more practice in computing elapsed time. Students can be left in pairs are put into groups of three to complete Appendix D. The teacher will ask students the following questions to assess students knowledge of foot races and marathons in particular.

1. Have you ever run a footrace?
   

2. Did you know it takes two days to get to Colorado by train?
   

3. How long a distance in meters and miles is a marathon?
   

4. How can we find out information about marathons?
   

5. Does Columbia have a marathon?
   

*If the teacher is not familiar with marathons, information can be found at the website listed in Materials/Resources.

* The teacher will remind the students that they had added and subtracted time to compute elapsed time on the previous day. If the students have any questions on the computation of elapsed time, the teacher should address them here before given the students Appendix D.

* The teacher will explain that this activity is very much like a foot race, a marathon relay, with each member of the group responsible for his or her leg of the relay. The object of this relay is to accurately compute the elapsed time of the top 20 runners of the 2001 Carolina Marathon Relay held in Columbia, South Carolina.

* The students will be given Appendix D - 2001 CAROLINA MARATHON RELAY. In the pairs or groups, students will be given 10 minutes to compute and reach consensus on the answers. They will have to decide how to divide the problems and compute the answers. Each team will only turn in one copy of Appendix D to be posted on a display board in the room. The teacher will use the analog clock in the room or a stopwatch to monitor the finishing time of each pair or group. Once the activity has begun, the teacher will monitor the pairs or groups assisting where assistance is needed. To make it more like a relay race, the pairs or groups' finishing times can be posted on a chart drawn on the board or on a large piece of poster paper.

* Once all pairs or groups have completed the activity, teacher will have each group to present one of the answers until all answers have been discussed. Mistakes can be corrected on each teams' papers. (Ribbons can be awarded for first, second, third, etc. Some school supply stores even have stickers in the shape of award ribbons. Richland One Teacher Center located in McCants also has a die to cut ribbons.

* During the remaining time, the teacher should review again the idea of elapsed time and how important it is to taking a trip, to running a marathon, or even to completing an activity or test in school.

Day Three and Four (Optional day) - Extending and Enriching the Learning:

* The students will be told that they will work with their assigned groups to complete a great race to find the fastest way to get from 

1. Columbia, SC to Boston, Massachusetts
   

2. Boston, Massachusetts to New York City
   

3. New York City to Roanoke, Virginia
   

4. Roanoke, Virginia to Orlando, Florida
   

5. Orlando, Florida to Atlanta, Georgia
   

6. Atlanta, Georgia back to Columbia, SC
   

* The teacher can let the students decide which cities they want to go to, but they must start and end with Columbia, SC. They should also include New York City. They can add two to three other cities to these. 

* The students can complete the activity using a computer lab or the media center computers. They should have all signed the Acceptable Use Policy for the Internet, and know how to use the Internet. They can complete the lesson by using Appendices B and/or C. The students may have to draw a similar chart on notebook paper to allow enough room for their work. The teacher can also provide chart paper so that when the groups finish their work they can make draw bigger charts to display in the room. The teacher should monitor the groups as they work providing assistance as needed.

* If enough computers are not available, the teacher can complete the Appendices but not compute the elapsed time. This will allow the students to complete the activity. It is preferable to use the computers if at all possible. The teacher should monitor the groups providing assistance where needed.

* Once the groups have completed the activity, then they should present their results to the class. After they present their findings and any errors have been corrected, the posters can be displayed in the classroom.




APPENDIX A: 

APPENDIX A KEY:

APPENDIX B: 

Appendix C: 

Directions: Go to http://tickets.amtrak.com/. Put in information required. Click on SHOW SCHEDULES .

Copy the information into the appropriate boxes above. Calculate Elapsed Time and write your answer in the appropriate place.

Appendix D: 

Appendix D