MA.3.M.2.2

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Solve one- and two-step real-world problems involving elapsed time.

Examples

A bus picks up Kimberly at 6:45 a.m. and arrives at school at 8:15 a.m. How long was her bus ride?

Clarifications

Clarification 1: Within this benchmark, the expectation is not to include crossing between a.m. and p.m.
General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 3
Strand: Measurement
Standard: Tell and write time and solve problems involving time.
Date Adopted or Revised: 08/20
Status: State Board Approved

Related Courses

This benchmark is part of these courses.
5012050: Grade Three Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712040: Access Mathematics Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012055: Grade 3 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current))
5012015: Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.3.M.2.AP.2: Solve for end time in one-step real-world problems when given start time and elapsed time in whole hours or minutes within the hour.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

Find the Time:

Students are asked to solve two subtraction problems involving time.

Type: Formative Assessment

What Time Is It Now?:

Students are asked to solve two addition problems involving time.

Type: Formative Assessment

Time Spent:

Students determine time intervals in minutes given a starting time and an ending time on analog clocks.

Type: Formative Assessment

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.

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Type: Lesson Plan

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.

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Type: Lesson Plan

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.

Type: Lesson Plan

"Amazing Race-Elapsed Time":

In this lesson, which focuses specifically on the elapsed time portion of the standard, students work in small groups in a "race" to solve real world problems involving time.

Type: Lesson Plan

Hands on the Clock:

This lesson gives students an opportunity to apply time knowledge to identify time intervals to the nearest minute.

Type: Lesson Plan

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.

Type: Model Eliciting Activity (MEA) STEM Lesson

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.

Type: Model Eliciting Activity (MEA) STEM Lesson

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.

Type: Model Eliciting Activity (MEA) STEM Lesson

Tutorial

Time Word Problem: When to Leave to Get Home on Time:

In this Khan Academy tutorial video Chris is told to be home by 6:15. You know the number of minutes it takes him to get home. What time should he leave?

Type: Tutorial

MFAS Formative Assessments

Find the Time:

Students are asked to solve two subtraction problems involving time.

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.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Tutorial

Time Word Problem: When to Leave to Get Home on Time:

In this Khan Academy tutorial video Chris is told to be home by 6:15. You know the number of minutes it takes him to get home. What time should he leave?

Type: Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.