Time - Problem solving - Presentation

In a series of engaging slides designed for teaching problem solving with time, students are introduced to practical scenarios that require them to calculate durations and understand the concept of time. The lesson begins with a straightforward question: Leanna has a violin lesson starting at 12:45 p.m. that lasts for 35 minutes, and students must determine the end time of her lesson. To solve this, they are encouraged to use strategies such as counting in fives around a clock face or employing a number line to aid in their calculations. Through these exercises, students learn to add minutes to a given time, understanding that in Leanna's case, her lesson would end at 1:20 p.m.

Further activities include solving problems using familiar rhymes to remember the number of days in each month, such as the one that helps students recall that May has 31 days. The complexity of the tasks increases as students are asked to calculate durations spanning weeks and to compare different lengths of time. For example, they must figure out whether the period from the 1st of May to the 15th of June is longer than a six-week duration. By breaking down the weeks into days using multiplication and addition, and constructing timelines, students discover that the 1st of May to the 15th of June spans 45 days, which is longer than the six weeks' period of 42 days. These exercises not only improve their problem-solving skills but also enhance their understanding of time measurement and the calendar.