# Help! How do/would you teach elapsed time to a fifth grader?

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## Help! How do/would you teach elapsed time to a fifth grader?

Heres the question - how would/do you teach a child to calculate elapsed time?

Remember the method had to be applied to all time calculations - no exceptions to the rule

Say for example to calculate elapsed time from 1.13pm to 5.42pm

I explained

1.13 to 1.22 = 9 minutes
1.22 to 1.42 = 20 minutes
1.42 to 5.42 = 4 hours

Total = 4 hours and 29 minutes

This method is constant and applied to all time calculations and Mr 11 cannot grasp this.

Is there an easy consistent method of calculation of elapsed time?

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**bump**

3. Sorry no help. I would teach it the same way.

Hopefully a hub teacher can help. I'd be interested to hear any suggestions.

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WorkingClassMum  (06-07-2012)

5. would it make more sense to him if you did the hours first (at least short term .. till he gets the hang?) you're matching the minutes first, and maybe he is stuck looking at the hour???

I assume you've tried keeping it more simple (because simple is ALWAYS better)

the elapsed time between 2pm and 5pm is three hours???

then

the elapsed time between 2:15 and 5:15 is STILL three hours ..

once he has the hang of the hours - and BASIC minutes - then add in the icky numbers like 8s and 9s??

(I hate maths, and even your little blurb in the opening post made my brain cranky ... I HATED maths .. did it .. passed it but loathed every minute )

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1.13 to 5.42

42-13= 29 mins
5-1=4 hours

If it was 1.42 to 5.13

60-42= 18 mins, plus 13 = 31 mins
5-1=4 hours, minus the 60 mins we stuck in at the front there, is 3hrs 31mins

Personally I think your way is easier but different people think different ways

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WorkingClassMum  (06-07-2012)

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I'd also keep the minutes constant first eg 1.13 to 5.13 then 5.13 to 5.42

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WorkingClassMum  (06-07-2012)

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We started with hours, then half hours, then 15 minute increments, 10 and 5 minute increments - all is good

Once we stray away from exact 5 minute increments then it all gets lost, and to go from something like XX.19 to XY.32 - 'we' might as well be talking binary or quantum physics

11. I'd picture a clock with every minute on it and make it more of a visual. He can count it by seeing it. I learn better doing things practically rather than theoretically.

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WorkingClassMum  (06-07-2012)

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get a clock....have him move the hands and get him into it physically.

Or even do it like a number line. If you have the room...make him a big number line that he can walk along.

Some kinetic learners really need to "get inside" what they are learning

14. Originally Posted by WorkingClassMum
We started with hours, then half hours, then 15 minute increments, 10 and 5 minute increments - all is good

Once we stray away from exact 5 minute increments then it all gets lost, and to go from something like XX.19 to XY.32 - 'we' might as well be talking binary or quantum physics
dont stress too much - I still remember having screaming matches with my mum because when I found things hard, I actually felt my brain shut .. if that makes any sense??? he might be the same?? too hard - cant do it ... mum tried so hard to help me .. and it was a horrible experience for both of us .. I"m just not MEANT to do maths as a main part of my career ...

I know it adds an EXTRA step - and it might not work .. but would he do better if you went from say

1.13 to 1.15 = 2 minutes
1.15 to 1.45 = 30 minutes
1.45 to 5.45 = 4 hours
5:45 to 5.42 = - 3 minutes

4 hours and 29 minutes

I know its the long way around - but it gets it to 'normal' times fast .. and then its fiddly at the END not the start??? *shrugs* all brains work differently?

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WorkingClassMum  (06-07-2012)

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