2020 Ontario Mathematics

Measuring
Elapsed Time

Grade 4

Unit 18
Supplemental Resource
 Table of Contents
Title of Lesson, Activity, Reading or Assessment Page Number
Table of Contents 2–3
Resource Introduction 4–5
Terms of Use 6
Section 1: Unit and Lesson Overview Charts
Expectation Alignment 8
Lesson Overview 9
Section 2: Lessons and Activities
Wonderland Mathematics Activity Booklet Title Page 11
Lesson 18.1: What is Time? 12 – 13
Math Chat, Lesson 18.1 14
Math Vocabulary Poster 18.1: Time 15
Activity 18.2: All About Time 16
Activity 18.3: Reading Clocks 17
Anecdotal Record 18.1: Prior Knowledge: Telling and Measuring Time 18
Lesson 18.2: Units of Time 19 – 20
Math Chat, Lesson 18.2 21
Math Concept Poster 18.1: Measuring Time: Units 22
Problem-Solving 18.1: Units of Time 23
Activity 18.3: Units of Time 24
Lesson 18.3: Introducing Elapsed Time 25 – 26
Math Chat, Lesson 18.3 27
Math Vocabulary Poster 18.2: Elapsed Time 28
Problem-Solving 18.2: Elapsed Time 29
Activity 18.4: Calculating Elapsed Time 30 – 31
Self-Assessment 18.1: Self-Assessment 32
Social-Emotional Learning Poster 18.1: Assessment Faces 33
Lesson 18.4: Elapsed Time Problems 34 – 35
Math Chat, Lesson 18.4 36
Problem-Solving 18.2: Road Trip 37
Activity 18.5: Calculating Elapsed Time 38 – 39
 Table of Contents
Title of Lesson, Activity, Reading or Assessment Page Number
Assessment Checklist 18.1: Elapsed Time Knowledge Check 40
Lesson 18.5: Elapsed Time Problems 41 - 42
Math Chat, Lesson 18.5 43
Problem-Solving 18.4: Movie Release 44
Activity 18.6: Calculating Elapsed Time 45 – 46
Self-Assessment 18.2: Self-Assessment 47
Lesson 18.6: Let’s Review 48 - 49
Math Chat, Lesson 18.6 50
Problem-Solving 18.5: Train Journey 51
Activity 18.7: Calculating Elapsed Time 52
Assessment Checklist 18.2: Elapsed Time Knowledge Check 53
Section 3: Additional Activities
Problem-Solving 18.6: Math Problems 55
Problem-Solving 18.7: The Countdown 56
Activity 18.8: Calculating Elapsed Time 57
Activity 18.9: Reading Clocks 58
Section 4: Additional Assessments
Assessment Checklist 18.3: Problem Solving: Skill Assessment 60
Section 5: Answer Keys and Credits
Answer Keys 62 – 72
Credits 73
 Resource Introduction
Dear educator,

I would first like to thank you for purchasing and downloading the Grade 4, Unit 18: Measuring Elapsed Time
supplemental resource. This resource features lessons, activities and assessments that can be used to supplement
your unit on Measuring and Telling Time. As this is a supplemental resource, you might find that you need to use
additional resources to supplement student learning and to aid with skills that need more practice.

This resource is part of the Wonderland Mathematics series. The Wonderland Mathematics series of supplemental
mathematics resources is designed to provide students with activities and learning opportunities that are designed to
both build key mathematics skills but also to foster a love of learning and a positive relationship with mathematics.
Each unit in this series has students work on social-emotional learning skills in the context of the math environment.
Students work on social-emotional skills such as communication, managing emotions, perseverance and thinking
creatively and critically. Students learn that math is a journey and while we might struggle at some points to
understand and figure out relationships between concepts and numbers, this struggle is natural.

Please note that this is a printable resource. No physical resources will be mailed to you and there is no digital
version of this resource available.

Specific Expectations
The specific expectations that this resource addresses are as follows:
• E2.3 Solve problems involving elapsed time by applying the relationships between different units of time

Throughout the resource, you will notice opportunities for students to assess their own understanding in relation to
the learning goal and success criteria as well as opportunities for students to assess how well they are working
together.

Formatting of Resource
This resource is formatted so that you can easily progress from one lesson to the next without having to flip
between sections to gather the pieces needed for each lesson. There are six sections in this resource:
• Section 1: Unit and Lesson Overview: In this section you will find the unit overview with the lesson title
and focus of each lesson as well as how the Ontario Mathematics curriculum aligns to each lesson (specific
expectations only).
• Section 2: Lessons and Activities: This section makes up the bulk of the pages in the resource. Here you
will find the lessons you need for the unit as well as the materials required for each lesson. Each lesson is
followed by any additional materials such as activity pages, gameboards, whole-group instruction pieces
that are needed to carry out the specific lesson.
• Section 3: Additional Activities: This section is filled with the additional practice activities and problems
for students to solve. These activities are print and go which means there is no prep needed (unless there
are some cut and paste activities).
• Section 4: Teacher Assessment Pieces: This section is made up of assessment trackers you can use to
see how students are progressing towards meeting the specific and overall expectations outlined in the
mathematics curriculum. These assessment trackers are intended to be used one-on-one.
• Section 5: Answer Keys: This section contains answer keys for most of the activities found in the
resource. Some activities do not have an answer key as there is no one right answer, or the answer
depends on how students have measured or performed an action.
 Resource Introduction
There are also full-length, three-part lesson plans included in this resource. In most cases the lesson plans are two
pages in length. This provides all the information you need to teach a lesson and have students explore, learn and
discover. The three parts included for each lesson are: Minds On, Action, and Let’s Consolidate activities. There are
also full-length, three-part lesson plans included in this resource. In most cases the lesson plans are two pages in
length. This provides all the information you need to teach a lesson and have students explore, learn and discover. The
three parts included for each lesson are: Minds On, Action, and Let’s Consolidate.
• Minds On: for the minds on portion of the lesson students are not asked to solve a problem. The
purpose of the minds on portion is to get students thinking and get ready to solve and explore problems
presented in the action stage. The minds on portion has students revisit math ideas and strategies
from previous lessons that can help them get ready and use for the problem they will be solving.
• Action: for the action portion of the lesson students will be solving a problem or completing an activity
using their knowledge and problem-solving skills. For the younger grades, the action portion will be a
problem, or an activity that can be accompanied by small-group activities and learning centres. This
portion of the lesson takes between 20 to 30 minutes to complete.
• Let’s Consolidate: for the let’s consolidate portion of the lesson students will be sharing their
solutions from the action stage, exploring and making connections between concepts, and sharing how
they have overcome challenges presented in the problem-solving process or while completing an activity.
Most of the discussion during the let’s consolidate stage is student-led with teacher guidance to
ensure students are on task.

Integrating Social-Emotional Learning

Social-Emotional Learning as defined by CASEL is the “process through which children and adults understand and
manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive
relationships, and make responsible decisions.” In Mathematics, discussion and managing emotions is important as
math can present students with challenges that stretch their thinking and require them to make connections between
what they already know and what they have learned to solve an unknown and learn a new skill or strategy. While the
social-emotional learning skills are not specifically outlined in the given lesson plans for these units, each lesson does
focus on social-emotional learning by having students communicate their understanding, identify when they are feeling
frustrated and figure out ways to manage that frustration and continue to solve problems and learn. As identified in
the 2020 Ontario Mathematics curriculum, students practice their social-emotional learning skills to apply the
mathematical processes of problem solving, reasoning and proving, reflecting, connecting, communicating,
representing and selecting tools and strategies.

I hope that you enjoy this packet, and if you have any questions, please feel free to contact me at
teachinginawonderland@[Link]. You can also contact me via my TeachersPayTeachers store page using the “Q
and A” that contain zero spelling or grammatical errors. If you do find an error in this packet, I would appreciate
the opportunity to fix the error and continue to help meet your needs. If you find some way that this packet can be
that contain zero spelling or grammatical errors. If you do find an error in this packet, I would appreciate the
opportunity to fix the error and continue to help meet your needs. If you find some way that this packet can be
improved upon, you can also make suggestions, and I will keep track of them and update the unit as needed.

Teaching in a Wonderland
 Terms of Use
Thank you so much for taking the time to read over the terms of use for this product. If you have any questions
about the product use guidelines, please feel free to send me an email at teachinginawonderland@[Link].

Additional Product Licenses

By purchasing one license for this product, it allows you to use this product in your own classroom. You can
photocopy the resources included in this packet and use them for your own classroom use only. If you would like to
share this resource with a colleague, please purchase an additional product license as each license allows you to
share the resource with one additional teacher. The additional product licenses are offered at a discounted rate to
reflect the purchase of the first license and to celebrate honesty. I appreciate your understanding.

How Product Can Be Used

You might be wondering what the parameters are for using this product in your classroom. Please take a look at
the chart below for examples of how the product CAN be used and how the product CANNOT be used. By following
the chart below, it allows me to continue to make high-quality resources that can be used in classrooms around the
world while protecting my work and ideas.

How Product CAN be Used How Product CANNOT Be Used

• Can be used in a single classroom only unless a • Cannot be shared or photocopied for other
multiple/additional license has been purchased. teachers unless a multiple/additional license has
been purchased.
• Can be shared on classroom websites (to be used • Cannot be shared on a public platform or on a
by parents or students at home) that have classroom blog that is made public and can be
passwords and ones that cannot be accessed by accessed via a simple search (i.e., searching for
the general public. product title).
• Can be modified to meet the needs of the • Cannot be altered in whole or in part where the
classroom or students (i.e., taking activities out of text, clipart or overall formatting is changed (i.e.,
order, or adding in other activities). adding white text boxes and creating own questions
or text).
• Can be used year after year, and a digital copy can • Link to product download cannot be shared with
be kept on a backup drive. other teachers or educators.

Find an Error?
While I strive to create error-free products, sometimes errors will happen. If you find an error with the text
presented in this packet, or information provided in this packet, please allow me to have the chance to fix the error.
You can let me know about the error using the “Q & A” tab on the TeachersPayTeachers website, or you can send
me an email at teachinginawonderland@[Link]. I will fix the errors, within the best of my ability, between 24 –
48 hours after being made aware of the error. Please note that sometimes this time limit will be a bit longer,
depending on what is happening. Allowing me to fix the errors prior to providing feedback allows me to create better
quality resources and informs others of your thoughts about the product.
 Section 1
Unit and Lesson
Overview Charts
 Expectation Alignment
Lesson Title Focus Expectation
• Assess prior knowledge of telling time to the
Lesson What is Time? hour, minute and second No specific
18.1 • Identify tools used to measure time expectations
• Explain why time is measured

• Identify the relationship between different

Lesson Relationship between Units of units of time (e.g., there are 24 hours in a E2.3
18.2 Time day, there are 60 minutes in an hour and
there are 60 seconds in a minute)

• Explain elapsed time as a measurement of

Lesson Elapsed Time: Introduction the amount of time that passes during an E2.3
18.3 event
• Solve problems involving elapsed time

• Explain what elapsed time is

Lesson Elapsed Time: Problem-Solving • Solve problems involving elapsed time E2.3
18.4 • Explain strategies and tools used to solve
elapsed time problems

• Explain what elapsed time is

Lesson Elapsed Time: Problem-Solving • Solve problems involving elapsed time E2.3
18.5 • Explain strategies and tools used to solve
elapsed time problems

• Review relationships between units used to

Lesson Let’s Review measure time E2.3
18.6 • Solve problems involving elapsed time
• Explain why elapsed time is calculated
 Lesson Overview
Lesson Title Minds On Action Other
• Math Chat 18.1 • Activity 18.1 • Anecdotal Record 18.1
Lesson What is Time? • Math Vocabulary • Activity 18.2
18.1 Poster 18.1

• Math Chat 18.2 • Problem-Solving 18.1

Lesson Relationship between • Math Concept Poster • Activity 18.3
18.2 Units of Time 18.1

• Math Chat 18.3 • Problem-Solving 18.2 • Self-Assessment 18.1

Lesson Elapsed Time: • Math Vocabulary • Activity 18.4
18.3 Introduction Poster 18.2

• Math Chat 18.4 • Problem-Solving 18.3 • Assessment Checklist

Lesson Elapsed Time: • Activity 18.5 18.1
18.4 Problem-Solving

• Math Chat 18.5 • Problem-Solving 18.4 • Self-Assessment 18.2

Lesson Elapsed Time: • Activity 18.6
18.5 Problem-Solving

• Math Chat 18.6 • Problem-Solving 18.5 • Assessment Checklist

Lesson Let’s Review • Activity 18.7 18.2
18.6
 Section 2
Lessons and
Activities
 Wonderland
Math
Measuring Time
Elapsed Time

Name:
 What is Time?
Lesson
18.1

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.1 We are learning to define time, • What is time?
• Math Vocabulary Poster 18.1: identify tools used to measure time • How do we measure time? Why do
“Time” and tell time to the hour, minute and we measure time?
• Activity 18.1: “All About Time” second. • What tools can be used to
• Activity 18.2: “Reading Clocks” measure time?
• Anecdotal Record 18.1: “Prior • What units are used to measure
Knowledge: Telling and time?
Measuring Time”
Success Criteria Vocabulary
• I can define time as a unit of analog clock, clock, digital clock, hour
measurement used to measure the hand, minute hand, second hand, time,
duration of events or how long unit of measurement
things take
• I can identify common units of
measurement that are used to
measure and tell time
Specific • There are no specific expectations for this lesson.
Expectations
Focus of The focus of this lesson is on reviewing, with students, what time is and how to tell time
Lesson using standard and digital clocks.
Show students Math Chat, Lesson 18.1. This math chat has students identify what time is
shown on the given clock and asks them to explain how they know what time is shown. Have
students take a moment of independent thinking time. When ready to respond, have students
give a quiet thumbs up. Choose a student volunteer to begin the discussion. Have each
student volunteer identify what time is shown and how they know. Allow for student
Minds On volunteers to build on the thoughts being shared.

Ask students, “What is time?” Allow for students to have a moment of independent think
time. When ready to respond, have students give a quiet thumbs up. Choose a student
volunteer to begin the discussion. Show students Math Vocabulary Poster 18.1: “Time.” Tell
students that time is a unit of measurement used to measure the duration of events or
how long things take.
Have students complete Activity 18.1: “All About Time.” This activity has students answer
several questions related to their prior knowledge and understanding of time. Students are
asked to answer the following questions:
Action • What is time?
• What units do we use to measure time?
• What tools can we use to measure time?
• Why do we measure time?
• What questions do you have about time?
© Teaching in a Wonderland 2024 12
 What is Time?
Lesson
18.1

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.1 We are learning to define time, • What is time?
• Math Vocabulary Poster 18.1: identify tools used to measure time • How do we measure time? Why do
“Time” and tell time to the hour, minute and we measure time?
• Activity 18.1: “All About Time” second. • What tools can be used to
• Activity 18.2: “Reading Clocks” measure time?
• Anecdotal Record 18.1: “Prior • What units are used to measure
Knowledge: Telling and time?
Measuring Time”
Success Criteria Vocabulary
• I can define time as a unit of analog clock, clock, digital clock, hour
measurement used to measure the hand, minute hand, second hand, time,
duration of events or how long unit of measurement
things take
• I can identify common units of
measurement that are used to
measure and tell time
Have students demonstrate their knowledge and understanding of telling time using analog
Grow Your clocks by completing Activity 18.2: “Reading Clocks.” This activity presents students with
Knowledge nine analog clocks. The clocks range from time to the five minutes (e.g., :05, :50), time to
the hour, half-hour and quarter-to as well as quarter past and time to the minute.
Bring students back together as a whole class. Use the lesson consolidation as an
Let’s opportunity for students to continue sharing their prior knowledge of time. Go through the
Consolidate questions found on Activity 18.1: “All About Time.” Have student volunteers share their
responses. Then, finish the lesson consolidation by having students identify what questions
they have about time.
Use Anecdotal Record 18.1: “Prior Knowledge: Telling and Measuring Time” to identify the
prior knowledge and understanding students have about time, including their responses for
Activity 18.2: “Reading Clocks.”
Assessment • Can students identify common tools used to tell and measure time? (e.g.,
stopwatches, clocks and calendars)
• Are students able to identify the hour and minute when given time in analog clock
form?

© Teaching in a Wonderland 2024 13

 What time is shown
on the clock? How do
you know?

Math Chat, Lesson 18.1 © Teaching in a Wonderland 2024

 A unit of measurement
used to measure the
duration of events or
how long things take.

Math Vocabulary Poster 18.1 © Teaching in a Wonderland 2024

 Name: Date:

All About
Time
Show your knowledge about time by answering each question
below. If you do not know the answer to a question, move to
another question.

What is time? What units do we use to measure time?

What tools can we use to measure time? Why do we measure time?

What questions do you have about time?

Activity 18.1 © Teaching in a Wonderland 2024

 Name: Date:

Reading
Clocks
Below are analog clocks. Analog clocks show
time using an hour, minute and second hand.
Read each analog clock and write the time
that is shown.

Activity 18.2 © Teaching in a Wonderland 2024

 Prior Knowledge
Telling & Measuring Time

Anecdotal Record 18.1 © Teaching in a Wonderland 2024

 Units of Time
Lesson
18.2

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.2 We are learning to explain the • What units can be used to
• Math Concept Poster 18.1: relationships between different units measure time?
“Measuring Time: Units” of time. • When might each unit of time be
• Problem-Solving 18.1: “Units of used?
Time”
• Activity 18.3: “Units of Time” Success Criteria Vocabulary
• I can identify what units are used analog clock, clock, digital clock, hour
to measure time hand, minute hand, second hand, time,
• I can explain the relationship unit of measurement
between units of time
• I can identify which, out of given
measurements of time, are the
greatest and the least or smallest

Specific • E2.3 Solve problems involving elapsed time by applying the relationships between
Expectations different units of time
Focus of The focus of this lesson is on having students explore the relationship between different
Lesson units of time.
Show students Math Chat, Lesson 18.2. This math chat has students identify which, out of
three possible units of time, is the largest and which is the smallest. The purpose of this
math chat is to review with students the relationship between units of time.
• There are 60 seconds in 1 minute
• There are 60 minutes in 1 hour
Minds On • There are 24 hours in 1 day

For the math chat, the largest unit of time is the hour, and the smallest is the second. Have
students identify when we might use each unit to measure time. Then, discuss with students'
other units that are used to measure time.
• There are 7 days in 1 week
• There are 4 weeks in 1 month
• There are 12 weeks in 1 year

Have students complete Problem-Solving 18.1: “Units of Time.” This problem has students
identify whose birthday, given two-time measurements, is the soonest. While the problem is
straight forward in nature, students are asked to convert the time measurements to the
same unit to be able to compare.
Action • Mark’s Birthday: 24 days or 3 weeks and 3 days
• Stephanie’s Birthday: 21 days or 3 weeks

As students are solving the problem, walk around the room and notice the steps students
are taking to solve the problem. What conversations are students having?
© Teaching in a Wonderland 2024 19
 Units of Time
Lesson
18.2

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.2 We are learning to explain the • What units can be used to
• Math Concept Poster 18.1: relationships between different units measure time?
“Measuring Time: Units” of time. • When might each unit of time be
• Problem-Solving 18.1: “Units of used?
Time”
Success Criteria Vocabulary
• Activity 18.3: “Units of Time”
• I can identify what units are used analog clock, clock, digital clock, hour
to measure time hand, minute hand, second hand, time,
• I can explain the relationship unit of measurement
between units of time
• I can identify which, out of given
measurements of time, are the
greatest and the least or smallest
Have students complete Activity 18.3: “Units of Time.” This activity has students first
Grow Your identify the relationship between different units of time. The second portion of the activity
Knowledge has students identify which, out of two given time measurements, is the largest or the
greatest. An answer key is provided.
Have students share their responses for Activity 18.3: “Units of Time.” Have students
identify what the relationship is between the different units of time. For example:
Let’s • There are 24 hours in 1 day
Consolidate • There are 12 months in 1 year

Record student understanding on a piece of chart paper or whiteboard.

There is no formal assessment for this lesson. Instead, examine student responses for both
Assessment Problem-Solving 18.1: “Units of Time” and Activity 18.3: “Units of Time.” What level of
understanding are students demonstrating in terms of understanding the relationship
between units of time?

© Teaching in a Wonderland 2024 20

 Which is the largest
unit of time? Which is
the smallest?

Math Chat, Lesson 18.2 © Teaching in a Wonderland 2024

Examples of units that can
be used to measure time are:
• seconds
• minutes
• hours
• days
• months
• years
Math Concept Poster 18.1 © Teaching in a Wonderland 2024
 Name: Date:

Units of Time
Mark and Stephanie are measuring time. Mark has
calculated that his birthday is in 24 days. Stephanie
has calculated that her birthday is in 3 weeks.
• How many days are there until Mark’s
birthday?
• How many days are there until Stephanie’s
birthday?
• Whose birthday is sooner? Explain your
thinking.
Lesson 18.2, Problem-Solving 18.1 © Teaching in a Wonderland 2024

Name: Date:

Units of Time
Mark and Stephanie are measuring time. Mark has
calculated that his birthday is in 24 days. Stephanie
has calculated that her birthday is in 3 weeks.
• How many days are there until Mark’s
birthday?
• How many days are there until Stephanie’s
birthday?
• Whose birthday is sooner? Explain your
thinking.
Lesson 18.2, Problem-Solving 18.1 © Teaching in a Wonderland 2024
 Name: Date:

Units of
We will be exploring elapsed time in our time unit. To
understand the different units of time, we need to first
explore the relationship between the units of time. Time
1 hour minutes 1 minute seconds

1 day hours 1 week days

1 month weeks 1 year months

Look at each measurement of time. Circle which measurement of time is the

greatest or the longest.

1 day or 1 week 7 days or 1 month

2 months or 1 year 2 hours or 60 minutes

6 weeks or 1 month 60 seconds or 60 minutes

24 hours or 3 days 10 minutes or 1 hour

Activity 18.3 © Teaching in a Wonderland 2024
Lesson
18.3
Introducing Elapsed Time
Materials Needed Lesson Learning Goal Questions for Prompting
• Math Chat, Lesson 18.3 We are learning to solve problems • What is elapsed time?
• Math Vocabulary Poster 18.2: involving elapsed time. • How is elapsed time measured?
“Elapsed Time” • Why do we measure elapsed time?
• Problem-Solving 18.2: “Elapsed
Time” Success Criteria Vocabulary
• Activity 18.4: “Calculating • I can explain what elapsed time is analog clock, clock, digital clock,
Elapsed Time” • I can use problem-solving elapsed time, time, unit of
• Self-Assessment 18.1: “Self- strategies to solve problems measurement
Assessment” involving elapsed time
• Social-Emotional Learning • I can represent time using analog
Poster 18.1: “Assessment clocks
Faces”

Specific • E2.3 Solve problems involving elapsed time by applying the relationships between
Expectations different units of time
Focus of The focus of this lesson is on introducing students to elapsed time and having students begin
Lesson to solve problems involving elapsed time by applying the relationship between different units
of time.
Show students Math Chat, Lesson 18.3. This math chat presents students with two clocks.
Students are asked to identify which clock shows 8:45 and to explain how they know. Allow
for students to take a moment of independent think time. When ready to respond, have
students give a quiet thumbs up. Choose a student volunteer to begin the discussion.
• Clock A: This clock shows us that the time is 8:15. We know this because the hour
hand is slightly past the 8 and the minute hand is pointing at the 3 which is 15
minutes past the hour.
• Clock B: This clock shows us that the time is 8:45. We know this because the hour
Minds On hand is closer to the 9 and the minute hand is on the 9 which is 45 minutes past the
hour.

Ask students, “Which clock is closest to 9:00?” Have students take a moment of
independent think time. When ready to respond, have students give a quiet thumbs up.
Choose a student volunteer to begin the discussion.

Tell students that they will be exploring elapsed time. Ask students, “What is elapsed
time?” Have students take a moment of independent think time. When ready to respond,
have students give a quiet thumbs up. Show students Math Vocabulary Poster 18.2: “Elapsed
Time.”

Have students complete Problem-Solving 18.2: “Elapsed Time.” This elapsed time problem is
Action straightforward in nature and has students identify how long a dental appointment has
lasted for. Students are given the start time and the end time.
© Teaching in a Wonderland 2024 25
Lesson
18.3
Introducing Elapsed Time
Materials Needed Lesson Learning Goal Questions for Prompting
• Math Chat, Lesson 18.3 We are learning to solve problems • What is elapsed time?
• Math Vocabulary Poster 18.2: involving elapsed time. • How is elapsed time measured?
“Elapsed Time” • Why do we measure elapsed time?
• Problem-Solving 18.2: “Elapsed
Time” Success Criteria Vocabulary
• Activity 18.4: “Calculating • I can explain what elapsed time is analog clock, clock, digital clock,
Elapsed Time” • I can use problem-solving elapsed time, time, unit of
• Self-Assessment 18.1: “Self- strategies to solve problems measurement
Assessment” involving elapsed time
• Social-Emotional Learning • I can represent time using analog
Poster 18.1: “Assessment clocks
Faces”
While two analog clocks are given for students to represent the start and end time with,
students can also use a blank sheet of paper to work out the solution to the problem.
Encourage students to think about how they can visually represent the time that has
elapsed.
Action • Start Time: 2:15 pm
• End Time: 3:30 pm
• Elapsed Time: 1 hour and 15 minutes

As students are solving the problem, walk around the room and notice the steps they are
taking and the conversations they are having. How are they visually representing the
problem?
Have students, either independently or with a partner, complete Activity 18.4: “Calculating
Grow Your Elapsed Time.” This activity has students read time given on an analog clock and represent
Knowledge time when given the amount of time that has elapsed. The times given are meant to be easy
to work with and so too are the elapsed times. An answer key is provided.
Bring students back together as a whole class. Have students share their responses for
Problem-Solving 18.2: “Elapsed Time.” Have students identify the strategies they have used
to solve the problem as well as a representation (if applicable) of their problem-solving
Let’s strategy. Allow for multiple pairs/groups to share their solutions and representations.
Consolidate
Have students rate their level of comfort when solving the problem. Did they find it too
challenging? Was the problem just right?
Have students complete Self-Assessment 18.1: “Self-Assessment.” The self-assessment has
Assessment students rate their understanding/ability to identify units that can be used to measure time
and explain what elapsed time is.

© Teaching in a Wonderland 2024 26

Which clock shows 8:45?
How do you know?

Math Chat, Lesson 18.3 © Teaching in a Wonderland 2024

 The amount of time that
passes between the start
and end of an event or how
long something takes.

Math Vocabulary Poster 18.2 © Teaching in a Wonderland 2024

 Name: Date:

Elapsed Time
Marcus had a dental appointment. His dental appointment
began at 2:15 pm. His dental appointment ended at 3:30 pm.
How long did his dental appointment last?
Start of Dental Appointment End of Dental Appointment

Lesson 18.3, Problem-Solving 18.2 © Teaching in a Wonderland 2024

Name: Date:

Elapsed Time
Marcus had a dental appointment. His dental appointment
began at 2:15 pm. His dental appointment ended at 3:30 pm.
How long did his dental appointment last?
Start of Dental Appointment End of Dental Appointment

Lesson 18.3, Problem-Solving 18.2 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Read each given time. Represent and write the time that
it will be based on the amount of time that has elapsed.

Elapsed Time: 45 minutes

Elapsed Time: 1 hour and 10 minutes

Elapsed Time: 2 hours

Activity 18.4 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Read each given time. Represent and write the time that
it will be based on the amount of time that has elapsed.

Elapsed Time: 30 minutes

Elapsed Time: 2 hours and 30 minutes

Elapsed Time: 50 minutes

Activity 18.4 © Teaching in a Wonderland 2024

 Name: Date:

Self-Assessment
Read each sentence below. Circle the face that best represents your level of knowledge and
understanding of each time concept or task.
I can identify units that can be used to measure time and explain the relationship between units (e.g.,
between seconds and minutes; minutes and hours; hours and days).

I can explain that elapsed time is the amount of time that passes between the start and end of an event.

Lesson 18.3, Self-Assessment 18.1 © Teaching in a Wonderland 2024

Name: Date:

Self-Assessment
Read each sentence below. Circle the face that best represents your level of knowledge and
understanding of each time concept or task.
I can identify units that can be used to measure time and explain the relationship between units (e.g.,
between seconds and minutes; minutes and hours; hours and days).

I can explain that elapsed time is the amount of time that passes between the start and end of an event.

Lesson 18.3, Self-Assessment 18.1 © Teaching in a Wonderland 2024

 I can apply my understanding of the
concept to solve problems or explain
to someone else.

I can understand, solve and explain

the concept or problem.

I understand, solve and explain some

parts of the concept or problem but
would like more practice or help.

I am beginning to understand the

concept or problem but need more
practice and help.
Social-Emotional Learning Poster 18.1 © Teaching in a Wonderland 2024
 Elapsed Time Problems
Lesson
18.4

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.4 We are learning to solve problems • What is elapsed time?
• Problem-Solving 18.3: “Road involving elapsed time. • How can we identify how much
Trip” time has elapsed?
• Activity 18.5: “Calculating We are learning to apply the • What steps have you taken to
Elapsed Time” relationship between different units solve the problem?
• Assessment Checklist 18.1: of time to solve problems involving • Is there another way to solve the
“Elapsed Time: Knowledge elapsed time. problem?
Check”
Success Criteria Vocabulary
• I can explain what elapsed time is analog clock, clock, digital clock,
• I can use problem-solving elapsed time, time, unit of
strategies to solve problems measurement
involving elapsed time
• I can represent time using analog
clocks
Specific • E2.3 Solve problems involving elapsed time by applying the relationships between
Expectations different units of time
Focus of The focus of this lesson is on having students continue to practice solving elapsed time
Lesson problems and applying their knowledge and understanding of the relationships between
different units of time to solve problems involving elapsed time.
Show students Math Chat, Lesson 18.4. This math chat has students identify how much time
has elapsed given two analog clocks. Have students take a moment of independent think time.
When ready to respond, have students give a quiet thumbs up. Choose a student volunteer
Minds On to begin the discussion. The first analog clock shows that it is 5:35. The second analog clock
shows that it is 5:45. Have students share their responses and explain how they know how
much time has elapsed.

Review with students' strategies that can be used to solve problems involving elapsed time.
Have students complete Problem-Solving 18.3: “Road Trip.” This problem has students
identify how much time has elapsed given the start time and the time in which a family has
stopped to get gasoline and stretch their legs on a road trip.
• We know that they started their journey at 8:30 am.
Action • We know that they stopped to stretch their legs and get gasoline at 12:05 pm.

From 8:30 am to 9:00 am is 30 minutes. From 9:00 am to 12:00 am is 3 hours. There is an

addition five minutes past 12:00 pm when they stopped. The time that has elapsed is 3 hours
and 35 minutes.

As students are solving the problem. Walk around the room and notice the steps they are
taking.
© Teaching in a Wonderland 2024 34
 Elapsed Time Problems
Lesson
18.4

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.4 We are learning to solve problems • What is elapsed time?
• Problem-Solving 18.2: “Road involving elapsed time. • How can we identify how much
Trip” time has elapsed?
• Activity 18.5: “Calculating We are learning to apply the • What steps have you taken to
Elapsed Time” relationship between different units solve the problem?
• Assessment Checklist 18.1: of time to solve problems involving • Is there another way to solve the
“Elapsed Time: Knowledge elapsed time. problem?
Check”
Success Criteria Vocabulary
• I can explain what elapsed time is analog clock, clock, digital clock,
• I can use problem-solving elapsed time, time, unit of
strategies to solve problems measurement
involving elapsed time
• I can represent time using analog
clocks
Grow Your Have students complete Activity 18.5: “Calculating Elapsed Time.” This activity has students
Knowledge identify the time it will be when given the amount of time that has elapsed. An answer key
is provided.
Bring students back together as a whole class. Have students share their solutions and
Let’s strategies used for Problem-Solving 18.2: “Road Trip.” If students have visually represented
Consolidate their solution to the problem, have students share their visual representation. Ask students,
“Did you encounter any challenges when solving the problem? If so, what steps did you take
to overcome the challenge?”
Use Assessment Checklist 18.1: “Elapsed Time: Knowledge Check” to identify the level of
student knowledge and understanding of and ability to:
Assessment • Identify and explain the relationship between units of time
• Read and represent time using analog clocks
• Solving problems involving elapsed time and explain strategies used

© Teaching in a Wonderland 2024 35

 How much time has
elapsed? How do you
know?

Math Chat, Lesson 18.4 © Teaching in a Wonderland 2024

 Name: Date:

Road Trip
Tina and her family are on a road trip to Florida.
They left their house at 8:30 am. They stop to
get more gasoline and stretch their legs at 12:05
pm. How much time has elapsed in their travel
journey?

Lesson 18.4, Problem-Solving 18.3 © Teaching in a Wonderland 2024

Name: Date:

Road Trip
Tina and her family are on a road trip to Florida.
They left their house at 8:30 am. They stop to
get more gasoline and stretch their legs at 12:05
pm. How much time has elapsed in their travel
journey?

Lesson 18.4, Problem-Solving 18.3 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Read each given time. Write the time that it will be based
on the amount of time that has elapsed.

9:25 am Elapsed Time: 30 minutes

10:30 am Elapsed Time: 2 hours and 30 minutes

1:15 pm Elapsed Time: 1 hour and 45 minutes

Activity 18.5 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Read each given time. Write the time that it will be based
on the amount of time that has elapsed.

7:20 am Elapsed Time: 22 minutes

2:10 pm Elapsed Time: 1 hour and 11 minutes

4:30 pm Elapsed Time: 45 minutes

Activity 18.5 © Teaching in a Wonderland 2024

 Elapsed Time
Knowledge Check
Knowledge Check Criteria
Student identifies Student reads and Student solves problems
Student Name relationship between represents time using involving elapsed time and
units of time analog clocks explains strategies used

Assessment Checklist 18.1 © Teaching in a Wonderland 2024

 Elapsed Time Problems
Lesson
18.5

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.5 We are learning to solve problems • What is elapsed time?
• Problem-Solving 18.3: “Movie involving elapsed time by applying the • How can we identify how much
Release” relationship between different units time has elapsed?
• Activity 18.6: “Calculating of time. • What steps have you taken to
Elapsed Time” solve the problem?
• Self-Assessment 18.2: “Self- • Is there another way to solve the
Assessment” problem?
Success Criteria Vocabulary
• I can solve problems involving analog clock, clock, digital clock,
elapsed time elapsed time, time, unit of
• I can apply the relationship measurement
between different units of time
• I can explain the strategies and
tools used to solve problems
Specific • E2.3 Solve problems involving elapsed time by applying the relationships between
Expectations different units of time
Focus of The focus of this lesson is on having students solve problems involving elapsed time by
Lesson applying the relationships between different units of time.
Show students Math Chat, Lesson 18.5. This math chat presents students with two analog
clocks. Students are asked to identify which clock displays a time closest to 10:00. To
answer this question, students first must be able to identify what time is shown on each
clock. Second, they must be able to identify how much time, given the current time, is left
until 10:00.
Minds On • Clock A: 9:10
• Clock B: 9:44

With Clock A, there are 50 minutes remaining until 10:00. With Clock B, there are 16 minutes
remaining until 10:00. Therefore, Clock B displays a time closest to 10:00. Have students
share their responses and allow for students to build on the ideas being shared.
Have students complete Problem-Solving 18.4: “Movie Release.” This problem has students
identify the date of a movie release when given the current date and how many days there
are until the movie is released.

Action Solution: The current date is October 24. Eight days from October 24 is November 1. Then,
we still need to add 20 more days. The date of the movie release would be November 21. We
begin counting on October 24 and count out 28 days from October 24.

As students are solving the problem, walk around the room and notice the steps they are
taking to solve the problem. What tools and strategies are students using?
© Teaching in a Wonderland 2024 41
 Elapsed Time Problems
Lesson
18.5

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.5 We are learning to solve problems • What is elapsed time?
• Problem-Solving 18.4: “Movie involving elapsed time by applying the • How can we identify how much
Release” relationship between different units time has elapsed?
• Activity 18.6: “Calculating of time. • What steps have you taken to
Elapsed Time” solve the problem?
• Self-Assessment 18.2: “Self- • Is there another way to solve the
Assessment” problem?
Success Criteria Vocabulary
• I can solve problems involving analog clock, clock, digital clock,
elapsed time elapsed time, time, unit of
• I can apply the relationship measurement
between different units of time
• I can explain the strategies and
tools used to solve problems
Grow Your Have students complete Activity 18.6: “Calculating Elapsed Time.” This activity has students
Knowledge identify how much time has elapsed given two analog clocks. The first clock is the start
time, and the second clock is the end time.
Have students share their responses to Problem-Solving 18.4: “Movie Release.” Have
students share any strategies they have used as well as representations of the problem or
Let’s the steps they took to solve the problem. For the problem, students had to determine what
Consolidate the end time was as they were given the start time and the elapsed time.

Ask students, “Did you encounter any challenges when solving the problem? If so, what
steps did you take to overcome the challenge?”
Have students complete Self-Assessment 18.2: “Self-Assessment.” This self-assessment
Assessment has students identify their level of knowledge, understanding and comfortability with solving
elapsed time problems given different units of time (e.g., solving elapsed time problems
involving hours and minutes or involving days and weeks).

© Teaching in a Wonderland 2024 42

 Which clock displays a
time closest to 10:00?

Math Chat, Lesson 18.5 © Teaching in a Wonderland 2024

 Name: Date:

Movie Release
Michael is excited for a movie to be released in
the movie theatre. The current date is October
24. If the movie is being released in 28 days, what
will the date be when the movie is released?

Lesson 18.5, Problem-Solving 18.4 © Teaching in a Wonderland 2024

Name: Date:

Movie release
Michael is excited for a movie to be released in
the movie theatre. The current date is October
24. If the movie is being released in 28 days, what
will the date be when the movie is released?

Lesson 18.5, Problem-Solving 18.4 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Look at each pairs of clocks. Each pair shows the start time and
the end time. Calculate how much time has elapsed.

How much time has elapsed?

How much time has elapsed?

How much time has elapsed?

Activity 18.6 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Look at each pairs of clocks. Each pair shows the start time and
the end time. Calculate how much time has elapsed.

How much time has elapsed?

How much time has elapsed?

How much time has elapsed?

Activity 18.6 © Teaching in a Wonderland 2024

 Name: Date:

Self-Assessment
Read each sentence below. Circle the face that best represents your level of knowledge and
understanding of each time concept or task.
I can solve elapsed time problems involving different units of time (e.g., elapsed hours, minutes, days and
weeks).

I can explain the strategies, tools and representations I have used or created to solve problems involving
elapsed time.

Lesson 18.5, Self-Assessment 18.2 © Teaching in a Wonderland 2024

Name: Date:

Self-Assessment
Read each sentence below. Circle the face that best represents your level of knowledge and
understanding of each time concept or task.
I can solve elapsed time problems involving different units of time (e.g., elapsed hours, minutes, days and
weeks).

I can explain the strategies, tools and representations I have used or created to solve problems involving
elapsed time.

Lesson 18.5, Self-Assessment 18.2 © Teaching in a Wonderland 2024

 Let’s Review
Lesson
18.6

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.6 We are learning to calculate elapsed • What is elapsed time?
• Problem-Solving 18.5: “Train time by applying the relationship • How can we identify how much
Journey” between different units of time. time has elapsed?
• Activity 18.7: “Calculating • What steps have you taken to
Elapsed Time” solve the problem?
• Assessment Checklist 18.2: • Is there another way to solve the
“Elapsed Time: Knowledge problem?
Check”
Success Criteria Vocabulary
• I can solve problems involving the analog clock, clock, digital clock,
calculation of elapsed time elapsed time, time, unit of
• I can apply the relationship measurement
between units of time to solve
problems involving elapsed time

Specific • E2.3 Solve problems involving elapsed time by applying the relationships between
Expectations different units of time

Focus of The focus of the lesson is on reviewing what students have learned about solving problems
Lesson involving elapsed time and the relationship between different units of time.
Show students Math Chat, Lesson 18.6. This math chat has students identify when we need
to measure elapsed time in our daily lives. Have students take a moment of independent
Minds On think time. When ready to respond, have students give a quiet thumbs up. Choose a student
volunteer to begin the discussion. Measuring elapsed time helps us to answer the question of,
“How much time has passed?”

Record student responses on a piece of chart paper or whiteboard.

Have students complete Problem-Solving 18.5: “Train Journey.” This problem, like other
problems in the Measuring Time: Elapsed Time unit has students identify the elapsed time
when given the start time and the end time.

Action Solution: The amount of time that has elapsed is 8 hours and 24 minutes. One way that
students might solve the problem is add 4 minutes to 8:36 am to get to 8:40 am. They then
can add 20 minutes to get to 9:00 am. Using this strategy, we can tell that 24 minutes has
elapsed between 8:36 am and 9:00 am. Then, we can add hours to get from 9:00 am to 5:00
pm.

Have students complete Activity 18.7: “Calculating Elapsed Time.” This activity presents
Grow Your students with the start time and the end time. Students are asked to identify how much
Knowledge time has elapsed between the start time and the end time. An answer key is provided for
this activity.
© Teaching in a Wonderland 2024 48
 Let’s Review
Lesson
18.6

Materials Needed Lesson Learning Goal Questions for Prompting

• Math Chat, Lesson 18.6 We are learning to calculate elapsed • What is elapsed time?
• Problem-Solving 18.5: “Train time by applying the relationship • How can we identify how much
Journey” between different units of time. time has elapsed?
• Activity 18.7: “Calculating • What steps have you taken to
Elapsed Time” solve the problem?
• Assessment Checklist 18.2: • Is there another way to solve the
“Elapsed Time: Knowledge problem?
Check”
Success Criteria Vocabulary
• I can solve problems involving the analog clock, clock, digital clock,
calculation of elapsed time elapsed time, time, unit of
• I can apply the relationship measurement
between units of time to solve
problems involving elapsed time
Bring students back together as a whole class. Have students share their responses and
solutions for Problem-Solving 18.5: “Train Journey.” Have students identify what the
solution is and the steps they took to solve for the elapsed time. Students can also share
Let’s their representations of the problem/solution and explain the strategies they have used.
Consolidate
Ask students, “Where or when in our daily lives might we need to calculate elapsed time?”
Have students take a moment of independent think time. When ready to respond, have
students give a quiet thumbs up. Choose a student volunteer to begin the discussion.
Use Assessment Checklist 18.2: “Elapsed Time: Knowledge Check” to assess student
knowledge and understanding of elapsed time including their ability to:
Assessment • Calculate and solve problems involving elapsed time
• Use strategies and tools effectively to solve elapsed time problems (such as an
open number line
• Apply relationship between different units of time when solving problems involving
elapsed time problems

© Teaching in a Wonderland 2024 49

 When do need to
measure elapsed time in
our daily lives?

Math Chat, Lesson 18.6 © Teaching in a Wonderland 2024

 Name: Date:

Train Journey
Monika and her family are going on a train ride.
The train left the station at 8:36 am and arrived
at their destination at 5:00 pm. How long was the
train ride?

Lesson 18.6, Problem-Solving 18.5 © Teaching in a Wonderland 2024

Name: Date:

Train Journey
Monika and her family are going on a train ride.
The train left the station at 8:36 am and arrived
at their destination at 5:00 pm. How long was the
train ride?

Lesson 18.6, Problem-Solving 18.5 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Look at each pair of digital clocks. Identify and write how
much time has elapsed between the two clocks.

How much time has elapsed?

7:30 am 8:45 am

How much time has elapsed?

10:01 am 10:52 am

How much time has elapsed?

8:25 am 5:00 pm

How much time has elapsed?

12:04 pm 3:25 pm

Activity 18.7 © Teaching in a Wonderland 2024

 Elapsed Time
Knowledge Check
Knowledge Check Criteria
Calculates and solves Utilizes strategies and Applies relationship
Student Name problems involving tools effectively to solve between different units
elapsed time elapsed time problems of time

Assessment Checklist 18.2 © Teaching in a Wonderland 2024

Section 3
Additional
Activities
 Name: Date:

Math Problems
Victor has 9 math problems to solve
for homework. Each problem takes
5 minutes to solve. If he wants to
be finished the math problems at
6:30 pm, what time should he begin
completing the math problems?

Represent the time that

Victor should start working
on the math problems at.
Problem-Solving 18.6 © Teaching in a Wonderland 2024

Name: Date:

Math Problems
Victor has 9 math problems to solve
for homework. Each problem takes
5 minutes to solve. If he wants to
be finished the math problems at
6:30 pm, what time should he begin
completing the math problems?

Represent the time that

Victor should start working
on the math problems at.
Problem-Solving 18.6 © Teaching in a Wonderland 2024
 Name: Date:

The Countdown
Yasmin is counting down the days until her birthday. The
current date is April 23. Yasmin’s birthday is on May 10.
How many days are there until Yasmin’s birthday? Use
the space below to show your solution.

Problem-Solving 18.7 © Teaching in a Wonderland 2024

Name: Date:

The Countdown
Yasmin is counting down the days until her birthday. The
current date is April 23. Yasmin’s birthday is on May 10.
How many days are there until Yasmin’s birthday? Use
the space below to show your solution.

Problem-Solving 18.7 © Teaching in a Wonderland 2024

 Name: Date:

Calculating
Elapsed Time
Read each given time. Write the time that it will be based on
the amount of time that has elapsed.

Elapsed Time: 1 hour and 24 minutes

9:32 am

1:25 pm Elapsed Time: 8 hours and 35 minutes

4:22 am Elapsed Time: 1 hour and 36 minutes

Activity 18.8 © Teaching in a Wonderland 2024

 Name: Date:

Reading
Clocks
Below are analog clocks. Analog clocks show
time using an hour, minute and second hand.
Read each analog clock and write the time
that is shown.

Activity 18.9 © Teaching in a Wonderland 2024

 Section 4
Additional
Assessments
 Problem Solving
Skill Assessment
Knowledge Check Criteria
Uses problem-solving skills Explains strategies used to Represents elapsed time
Student Name and strategies to solve solve elapsed time solution with manipulatives
elapsed time problems problems (clocks) and drawings
(open number lines)

Assessment Checklist 18.3 © Teaching in a Wonderland 2024

 Section 5
Answer Keys and
Credits
 Answer Key

Reading
Clocks
Below are analog clocks. Analog clocks show
time using an hour, minute and second hand.
Read each analog clock and write the time
that is shown.

1:10 4:40 9:55

7:00 2:30 5:45

10:09 3:44 6:29

Activity 18.2 © Teaching in a Wonderland 2024
 Answer Key

Units of
We will be exploring elapsed time in our time unit. To
understand the different units of time, we need to first
explore the relationship between the units of time. Time
1 hour 60 minutes 1 minute 60 seconds

1 day 24 hours 1 week 7 days

1 month 4 weeks 1 year 12 months

Look at each measurement of time. Circle which measurement of time is the

greatest or the longest.

1 day or 1 week 7 days or 1 month

2 months or 1 year 2 hours or 60 minutes

6 weeks or 1 month 60 seconds or 60 minutes

24 hours or 3 days 10 minutes or 1 hour

Activity 18.3 © Teaching in a Wonderland 2024
 Answer Key

Calculating
Elapsed Time
Read each given time. Represent and write the time that
it will be based on the amount of time that has elapsed.

Elapsed Time: 45 minutes

Elapsed Time: 1 hour and 10 minutes

Elapsed Time: 2 hours

Activity 18.4 © Teaching in a Wonderland 2024

 Answer Key

Calculating
Elapsed Time
Read each given time. Represent and write the time that
it will be based on the amount of time that has elapsed.

Elapsed Time: 30 minutes

Elapsed Time: 2 hours and 30 minutes

Elapsed Time: 50 minutes

Activity 18.4 © Teaching in a Wonderland 2024

 Answer Key

Calculating
Elapsed Time
Read each given time. Write the time that it will be based
on the amount of time that has elapsed.

9:25 am Elapsed Time: 30 minutes 9:55 am

10:30 am Elapsed Time: 2 hours and 30 minutes 1:00 pm

1:15 pm Elapsed Time: 1 hour and 45 minutes 3:00 pm

Activity 18.5 © Teaching in a Wonderland 2024

 Answer Key

Calculating
Elapsed Time
Read each given time. Write the time that it will be based
on the amount of time that has elapsed.

7:20 am Elapsed Time: 22 minutes 7:42 am

2:10 pm Elapsed Time: 1 hour and 11 minutes 3:21 pm

4:30 pm Elapsed Time: 45 minutes 5:15 pm

Activity 18.5 © Teaching in a Wonderland 2024

 Answer Key

Calculating
Elapsed Time
Look at each pairs of clocks. Each pair shows the start time and
the end time. Calculate how much time has elapsed.

How much time has elapsed?

20 minutes has elapsed

How much time has elapsed?

1 hour and 40 minutes has

elapsed

How much time has elapsed?

1 hour and 3 minutes has

elapsed

Activity 18.6 © Teaching in a Wonderland 2024

 Answer Key

Calculating
Elapsed Time
Look at each pairs of clocks. Each pair shows the start time and
the end time. Calculate how much time has elapsed.

How much time has elapsed?

2 hours and 5 minutes has

elapsed

How much time has elapsed?

23 minutes has elapsed

How much time has elapsed?

21 minutes has elapsed

Activity 18.6 © Teaching in a Wonderland 2024

 Answer Key

Calculating
Elapsed Time
Look at each pair of digital clocks. Identify and write how
much time has elapsed between the two clocks.

How much time has elapsed?

7:30 am 8:45 am 1 hour and 15 minutes

How much time has elapsed?

10:01 am 10:52 am 51 minutes

How much time has elapsed?

8:25 am 5:00 pm 8 hours and 35 minutes

How much time has elapsed?

12:04 pm 3:25 pm 3 hours and 21 minutes

Activity 18.7 © Teaching in a Wonderland 2024

 Answer Key

Calculating
Elapsed Time
Read each given time. Write the time that it will be based on
the amount of time that has elapsed.

Elapsed Time: 1 hour and 24 minutes

9:32 am 10:56 am

1:25 pm Elapsed Time: 8 hours and 35 minutes 10:00 pm

4:22 am Elapsed Time: 1 hour and 36 minutes 5:58 am

Activity 18.8 © Teaching in a Wonderland 2024

 Answer Key

Reading
Clocks
Below are analog clocks. Analog clocks show
time using an hour, minute and second hand.
Read each analog clock and write the time
that is shown.

1:06 2:40 5:23

7:52 8:50 1:00

11:30 5:28 12:47

Activity 18.9 © Teaching in a Wonderland 2024
 Credits
Thank you for downloading this resource. Here is a list of the fonts and clip art used in this resource.

Social Media
Stay connected with Teaching in a Wonderland on social media and get freebies, and ideas to use in your own
classroom.

@TeachinginaWonderlandResources @teachinginawonderland

TeachinginaWonderland teachinginawonderland@[Link]