Elapsed Time

Want to make elapsed time easier for your students? For many students the circular aspect of a clock makes it hard to understand elapsed time. So, why not make it linear, rather than circular and take out the confusion?

In this file you will receive:

2 pointers
small minute cards for small group/center use
large minute cards for whole group use
small hour cards for small group/center use
large hour cards for whole group use
large o' clock cards for whole group

Arrange the minute clocks in order and use the pointers to show how to 'move through time'. Every time you land back on the minute card you started with, but up an hour card. Students will soon understand how to move 'around' a clock. For more help, arrange those same time cards in a circular clock formation and your students will find success!


Common Core Connection:
3.MD.1 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.

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, I including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement
scale.