Elapsed Time Task Cards | Distance Learning Digital!

Grade Levels
2nd - 4th
Standards
Formats Included
  • Zip
Pages
23 pages
$3.00
$3.00
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Description

Elapsed Time story problem practice! 3.MD.A.1. Differentiated cards! 5 different levels of challenge to scaffold understanding of elapsed time! Distance Learning DIGITAL option included! Compatible with Google Slides and Google Classroom!

These task cards are perfect for elementary classrooms working on elapsed time problems! They are aligned to CCSSM 3.MD.A.1 so they are perfect for third grade, but can also be used for enrichment for 2nd graders as well as for remediation for 4th grade students. Learning to solve elapsed time problems can be challenging, which is why I created these differentiated elapsed time task cards so that you can help your students practice at their level, and scaffold them towards fluency in solving elapsed time problems!

These are much more engaging than just working on a worksheet, and can be used in a variety of different ways.

  • Scavenger Hunt: One of my favorite ways to use task cards are to post them around the room like a scavenger hunt where students have to find and solve all of the cards in their level. This gets students moving around the room in a productive way during the math block!
  • Gallery Walk: You also could use the cards as a gallery walk—each student is responsible for solving one card and drawing a model to show their thinking. Then students silently gallery walk around and gather noticings and wonderings about different student strategies.
  • Whole Group/Small Group: Another way to use these cards is in a whole group or small group situation, where you show the card to the students and they each solve using their own visual model. This opens the conversation for comparing and contrasting strategies (Mathematical Practice 3).
  • Independent Practice: Students could also work through the deck of cards with a partner or independently at their level.
  • Distance Learning: Students solve the elapsed time problems at their developmental level. They can move up through the levels for more of a challenge! Students type their answers in the recording sheet boxes and can submit as a PDF or via Google Slides! A GREAT option for distance learning!

I recommend printing and laminating these cards for repeated use!

This resources includes 60 unique task cards, a recording sheet and an answer key! There are 5 different levels of cards and each level includes 12 unique task cards. The five levels include:

  1. Level 1 (blue): End time unknown. Time in multiples of 10 minutes.
  2. Level 2 (green): Start time unknown. Time in multiples of 10 minutes.
  3. Level 3 (yellow): Mixed practice, start time unknown, end time unknown, duration unknown. Time in multiples of 10 minutes.
  4. Level 4 (orange): Mixed practice, start time unknown, end time unknown, duration unknown. Time in multiples of 5 and 10 minutes.
  5. Level 5 (pink): Mixed practice, start time unknown, end time unknown, duration unknown. Some multi-step story problems. All times including time in multiples of 1, 5 and 10 minutes.

*File opens as a ZIP file with printable PDF file of the cards and answer key and a Power Point file for each of the card levels which can be uploaded to Google Slides for digital use.

I hope you enjoy these engaging and differentiated elapsed time task cards!

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About the Author

Melanie Doppler--Math Coach Connection taught in a 3rd and 4th grade multi-age classroom in a Title 1 public school in Wisconsin for 3 years, 5th grade math and science for 2 years in a public school in Tennessee, and spent 1 1/2 years as a math coach. She has her BS in Elementary Education from the University of Wisconsin-Madison. She is committed to creating fun and creative products that are differentiated and aligned to the math content standards!

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TERMS OF USE - © Melanie Doppler-Math Coach Connection

Purchase of this digital download is for use in one classroom only. This item is also bound by copyright laws. Redistributing, editing, selling, or posting this item (or any part) on the internet are all strictly prohibited without first gaining permission from the author. Violations are subject to the penalties of the Digital Millennium Copyright Act. Please email me with any questions: mathcoachconnection@gmail.com

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Total Pages
23 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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.

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