Ensure your students have the ability to read an analog clock. Provide continued opportunities for students to practice reading the clock prior to beginning instruction on elapsed time. Consider a tiered lesson if students are performing on a variety of levels. Tiered lessons focus on a specific topic, but provide students multiple avenues in which to develop understanding based on interests, ability and learning styles.
Use direct instruction to teach key vocabulary by providing students the definition of elapsed time. Monitor student understanding of the concept by allowing students the opportunity to explain the concepts in their own words. Explain to students that the start time is always earlier than the final time.
Model elapsed time by using classroom routine as a starting point. Show students that class starts at 9:15, for example, and explain how 45 minutes elapse as you practice math. Encourage students to count along with you as you move the hands on the clock to elapse time. Give lower-performing students the opportunity to identify the start time and end time for additional practice with reading an analog clock.
Design a variety of activities for students to independently practice the skill. Commonly used practice activities include learning centers and computer-based review. Learning centers allow students to rotate around the room, independently or in small groups, through various practice activities and games. Engage students in additional practice of time throughout the school day. Students can calculate elapsed time with familiar routines. If students walk to school, ask what time they left their home and the approximate time it takes to walk to find out the elapsed time.