Math Tourist: Will We Make It On Time?

Essential Questions for students (objectives):  How can we solve measurement problems that involve time?

Supplies:   video (length 1:21), note-maker
CCSS:  3.MD.1, 4.MD.1, 4.MD.2, Mathematical Modeling  TEKS: 4.8C Apply Mathematics to Everyday Situations
Time needed:  10-25 minutes
Instructional Format: Video, student problem-solving, group work
Vocabulary for a Word Wall: elapsed time

Lesson Description: There are many ways to use this video in your math class.  I filmed it with the express purpose of solving elapsed time problems that cross over from am to pm.  I was hoping by providing information in minutes, but the time is in hours and minutes that there would need to be conversions done as well.  Students may want to create minute charts or a number line to help them solve the problem.

1) You can show this video (1:21 minutes) at the beginning of a unit on elapsed time (or measurement) as a hook that will keep the students interested in learning about measurement and conversions.  You can have them work on the problem at the end of daily lessons (or once a week) armed with new knowledge that they are exploring in class.  Or you could revisit the video at the end of the unit as a formative check to see what the students have learned about measurement and elapsed time and whether they can apply that knowledge.

2) You could show this video as a warm-up activity after the students have learned how to convert between different measurement systems using time as the measure.  It is a great way to show an unusual context to an elapsed time problem.

Extensions:  Why do amusement park rides seem to take about the same time?  Is there a design rule for the perfect amount of time for each type of ride?  Why is that "perfect time" the rule?

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