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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.
Standard #: MAFS.3.MD.1.1Archived Standard
Standard Information
General Information
Subject Area: Mathematics
Grade: 3
Domain-Subdomain: Measurement and Data
Cluster: Level 2: Basic Application of Skills & Concepts
Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Related Courses
Related Resources
Educational Game
  • Elapsed Time # This interactive Java applet allows the user to practice finding elapsed time using analog or digital clocks. Using the "See" mode the user advances a clock from the beginning time to the ending time and the applet calculates the elapsed time. Using the "Guess" mode, the user must calculate the elapsed time between the given beginning and ending times. Three difficulty levels allow the user to practice with hour, five minute, or single minute increments. An optional scoring feature allows the user to keep track of number correct, though this feature is optional.
Educational Software / Tool
Formative Assessments
  • Find the Time # Students are asked to solve two subtraction problems involving time.
  • Telling Time # Students determine time shown on an analog clock to the nearest minute.
  • What Time Is It Now? # Students are asked to solve two addition problems involving time.
  • Time Spent # Students determine time intervals in minutes given a starting time and an ending time on analog clocks.
Image/Photograph
  • Clipart ETC: Clock Menu # This website has over 2,000 illustrations of analog clocks. There are clocks with a variety of numeral fonts, and plain faces showing all possible times in one-minute increments. There are also an assortment of antique clocks, pocket watches, pendulums, hour glasses, and the interior devices of time pieces.
Lesson Plans
  • Physical Science Unit: Water Beach Vacation Lesson 6 Condensation Experiment # Students set up an experiment and gather data to investigate the condensation of water. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. .
  • Physical Science Unit: Water Beach Vacation Lesson 4 Melting Experiment # Students set up an experiment and gather data to investigate the melting of solid water. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. .
  • Physical Science Unit: Water Beach Vacation Lesson 2 Changes to Water: Boiling and Freezing # Students learn water can change state of matter through the addition or removal of heat.
    Students will learn the boiling and freezing points of water at standard pressure. Students
    will also review how data can be used to create line graphs and these graphs can show
    patterns and changes to temperature over time. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit  https://www.cpalms.org/page818.aspx.
  • Physical Science Unit: Properties Lesson 19 Sand Temperature Lab Investigation: Graphing Data for Evidence # Students will create line graphs from the collected data on the temperature of shaded and non-shaded sand from the previous lesson. Students will use the data and graphs as evidence to make conclusions on if the shading had an impact on sand temperature. This lesson could also be taught using Math instructional time. This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Physical Science Unit: Properties Lesson 18 Sand Temperature Lab Investigation: Data Collection # Students will set up the lab investigation that they planned in the previous lesson and collect data on the temperature of shaded and non-shaded sand. This lesson could also be taught using Math instructional time.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Are we there yet? Elapsed time to the rescue! # In this lesson students will learn how to use the "mountain strategy" to complete elapsed time word problems. This lesson incorporates a story and hands-on learning and building to make the process fun and engaging.
  • Wow! Where Has the Time Gone? A Lesson on Elapsed Time # The lesson is designed to help students with the concept of elapsed time through the use of T-charts. Students will be able to t solve word problems involving addition and subtraction of time intervals in minutes using situational word problems.
  • How Long is Your Music Lesson? # In this Model Eliciting Activity, MEA, students will be required to rank musical instrument lesson packages based on the price, the number of minutes of practice each week, and the quality of the instructor. Part of the task involves students figuring out the elapsed time of the lessons based on their start and stop times. They will also need to figure out the total weekly cost of the lessons based on the number of lessons offered per week and the cost of each lesson based on its length. The twist will require students to determine whether or not to revise their ranking based on new information about the cost of instrument rentals per lesson and the class size of each package. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
  • Cuts In A Rush # In this time rush to get a haircut, students will add elapsed time to find the total time spent at the hair salon and the time of departure from the salon. They must use this information determine which salon is the best for the new family in the neighborhood. Students will submit a letter to the client explaining their procedure for ranking the hair salons. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
  • Time to Play! # This is a 3rd grade MEA that asks the students to determine elapsed time to find the ideal day for another student to stay in and do chores. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Group Singing Lessons # Students will decide which performing arts facility their principal should recommend for group chorus singing lessons. They will apply multiplication, division, and time skills for telling time to the nearest minute and time intervals. Students will work collaboratively as a group to analyze this Model Eliciting Activity (MEA), and engage in collaborative discussion that involves higher level critical thinking. They will write letters on which performing arts facility is the best choice. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • Fairies to the Rescue! # During this activity, students will use information on data sets to create a procedure for ranking which parachute design is the best to help the fairies solve their problem. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
  • Scheduling a School Day: Creating your own classroom schedule. # In this Model Eliciting Activity, MEA, a group of students has been chosen to help create the classroom time schedule for the school year. The students will have to use the parameters set forth by the teacher and principal, as well as their own expertise about how they learn best, to create a schedule for the school day that includes all subjects and works around time set aside for lunch and special areas. Then the students will have to adapt the schedules they created to accommodate additional considerations by the teacher and principal. This MEA will require students to use their math skills to measure time intervals and their ELA skills to write a letter justifying and explaining the schedule they created. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
  • Your Time Is Up! # Time Out! In this lesson, students will learn about elapsed time. Watching one short video, working with number lines, and working with an online tool will all be ways that the students learn about elapsed time.
  • Hands on the Clock # This lesson gives students an opportunity to apply time knowledge to identify time intervals to the nearest minute.
  • Do You Have a Minute? # In this lesson students use an analog clock to tell time to the nearest minute. Addition word problems involving time increments of minutes are solved by students using a number line.
  • Rock Around the Clock # In this lesson, students will use addition or subtraction strategies to solve a real-world problem about developing a music playlist.
Model Eliciting Activity (MEA) STEM Lessons
  • Physical Science Unit: Water Beach Vacation Lesson 15 Beat the Heat MEA Part 2: Cooler Experiment # In this MEA, students will have the opportunity to apply what they learned about describing
    the changes water undergoes when it changes state through heating and cooling. This MEA
    is divided into four parts. In part 1, students will develop their hypothesis and receive
    information on how to set up the cooler experiment. In part 2, students will use ice to test
    the coolers they designed in Beat the Heat Engineering Design Lessons. Students will take
    measurements and collect data on their cooler. In part 3, students will analyze the data
    they collected. Finally, in part 4 they will develop a procedure for selecting the most
    effective cooler to keep water frozen the longest at the beach. In the optional twist,
    students will need to take the mass of the cooler into account. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
  • Physical Science Unit: Water Beach Vacation Lesson 16 Beat the Heat MEA Part 3: Analyzing Cooler Data # In this MEA, students will have the opportunity to apply what they learned about describing
    the changes water undergoes when it changes state through heating and cooling. This MEA
    is divided into four parts. In part 1, students will develop their hypothesis and receive
    information on how to set up the cooler experiment. In part 2, students will be asked to use
    ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
    Students will take measurements and collect data on their cooler. In Part 3 of this activity,
    students will analyze the data they collected in Part 2 by drawing and interpreting a scaled
    bar graph and line graph. Students will participate in a discussion about how to interpret the
    data that was collected. Finally, in part 4 they will develop a procedure for selecting the best
    cooler to keep water frozen the longest at the beach. In the optional twist, students will
    need to take the mass of the cooler into account. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
  • Physical Science Unit: Water Beach Vacation Lesson 17 Beat the Heat MEA Part 4: Ranking Procedure # In this MEA, students will have the opportunity to apply what they learned about describing
    the changes water undergoes when it changes state through heating and cooling. This MEA
    is divided into four parts. In part 1, students will develop their hypothesis and receive
    information on how to set up the cooler experiment. In part 2, students will be asked to use
    ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
    Students will take measurements and collect data on their cooler. In part 3, students will
    analyze the data they collected. Finally, in part 4 they will develop a procedure for selecting
    the best cooler to keep water frozen the longest at the beach. They will communicate their
    findings and procedure via a letter to next year’s class. In the optional twist, students will
    need to take the mass of the cooler into account. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
Original Student Tutorial
  • Count Every Minute # Learn to read analog and digital clocks to the nearest minute in this interactive tutorial.
Tutorial
  • Solve elapsed time word problems using a number line # In this Khan Academy video tutorial, explore how to solve an elapsed time word problem using a number line. Mom asks you to be home by 5:45. You know the number of minutes it takes to get home. What time do you leave?
STEM Lessons - Model Eliciting Activity
  • Cuts In A Rush # In this time rush to get a haircut, students will add elapsed time to find the total time spent at the hair salon and the time of departure from the salon. They must use this information determine which salon is the best for the new family in the neighborhood. Students will submit a letter to the client explaining their procedure for ranking the hair salons. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
  • Fairies to the Rescue! # During this activity, students will use information on data sets to create a procedure for ranking which parachute design is the best to help the fairies solve their problem. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
  • Group Singing Lessons # Students will decide which performing arts facility their principal should recommend for group chorus singing lessons. They will apply multiplication, division, and time skills for telling time to the nearest minute and time intervals. Students will work collaboratively as a group to analyze this Model Eliciting Activity (MEA), and engage in collaborative discussion that involves higher level critical thinking. They will write letters on which performing arts facility is the best choice. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
  • How Long is Your Music Lesson? # In this Model Eliciting Activity, MEA, students will be required to rank musical instrument lesson packages based on the price, the number of minutes of practice each week, and the quality of the instructor. Part of the task involves students figuring out the elapsed time of the lessons based on their start and stop times. They will also need to figure out the total weekly cost of the lessons based on the number of lessons offered per week and the cost of each lesson based on its length. The twist will require students to determine whether or not to revise their ranking based on new information about the cost of instrument rentals per lesson and the class size of each package. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
  • Scheduling a School Day: Creating your own classroom schedule. # In this Model Eliciting Activity, MEA, a group of students has been chosen to help create the classroom time schedule for the school year. The students will have to use the parameters set forth by the teacher and principal, as well as their own expertise about how they learn best, to create a schedule for the school day that includes all subjects and works around time set aside for lunch and special areas. Then the students will have to adapt the schedules they created to accommodate additional considerations by the teacher and principal. This MEA will require students to use their math skills to measure time intervals and their ELA skills to write a letter justifying and explaining the schedule they created. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
  • Time to Play! # This is a 3rd grade MEA that asks the students to determine elapsed time to find the ideal day for another student to stay in and do chores. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
MFAS Formative Assessments
  • Find the Time # Students are asked to solve two subtraction problems involving time.
  • Telling Time # Students determine time shown on an analog clock to the nearest minute.
  • Time Spent # Students determine time intervals in minutes given a starting time and an ending time on analog clocks.
  • What Time Is It Now? # Students are asked to solve two addition problems involving time.
Original Student Tutorials Mathematics - Grades K-5
  • Count Every Minute # Learn to read analog and digital clocks to the nearest minute in this interactive tutorial.
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