Georgia 3.MDR.5.3
The Standard
Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only.
Georgia's K-12 Mathematics Standards · Solve real-life, mathematical problems involving length, liquid volume, mass, and time and analyze graphical displays of data to answer relevant questions.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students solve problems that ask how much time passes between two times in the same a.m. or p.m. period. They count by hours, half hours, and quarter hours using clocks, timelines, or number jumps.
What Mastery Looks Like
- Students find elapsed time accurately when start and end times fall on quarter-hour marks within a.m. or p.m. They use a clock, timeline, or counting strategy and label answers in hours and minutes.
Common Misconceptions
- Students may subtract clock numbers without accounting for 60 minutes in an hour. They may confuse the start and end times or count clock marks instead of time intervals.
How to Assess It
- Give an exit ticket: “Art starts at 1:15 p.m. and ends at 2:45 p.m. How long is art? Show your thinking.”
Lesson moves
Ways to Teach It
Partners move hands on teaching clocks from 9:15 a.m. to 10:45 a.m., recording each quarter-hour jump and the total time.
Ask students to explain in writing why 2:15 p.m. to 3:00 p.m. is 45 minutes, not 85 minutes.
Play elapsed-time match: students pair start-time cards, end-time cards, and duration cards using hour, half-hour, and quarter-hour intervals.
Give a simple after-school schedule and ask students to find how long homework, snack, and playtime each last.
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Printable 3.MDR.5.3 Worksheet
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