Virginia SOL 3.MG.3.c.iii
The Standard
the ending time and the amount of elapsed time in one-hour increments, determine the starting time.
Virginia Standards of Learning for Mathematics · The student will demonstrate an understanding of the concept of time to the nearest minute and solve single-step contextual problems involving elapsed time in one-hour increments within a 12-hour period.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use an ending time and a whole number of elapsed hours to find when an event began. They count backward by hours while keeping the minutes unchanged.
What Mastery Looks Like
- A student can find that an event ending at 7:20 p.m. after 4 hours began at 3:20 p.m. The student counts backward accurately and keeps the minutes unchanged.
Common Misconceptions
- Students may add the elapsed hours instead of counting backward. They may change the minutes, count the ending time as one hour, or mishandle 12 on the clock.
How to Assess It
- Use this exit ticket: “A movie ended at 8:35 p.m. and lasted 3 hours. What time did it start? Show your counting.”
Lesson moves
Ways to Teach It
Students set clocks to an ending time, then move the hour hand backward once for each elapsed-hour cube.
Ask students to explain why the minutes stay the same when counting backward by whole hours.
Students match cards showing an ending time and elapsed hours with cards showing the correct starting time.
Use a library closing time and an event length to calculate when the event must begin.
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Related Standards
- 4.MG.2.a.i
the starting time and the ending time, determine the amount of time that has elapsed in hours and minutes;
- 4.MG.2.a.iii
the ending time and the amount of elapsed time in hours and minutes, determine the starting time.
- 3.MG.3.c.ii
the starting time and amount of elapsed time in one-hour increments, determine the ending time; or
- 4.MG.2.a.ii
the starting time and amount of elapsed time in hours and minutes, determine the ending time; or
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