Grade 3Matheasy
Tick Tock: Elapsed Time
Tick Tock: Elapsed Time — time worksheet for Grade 3.
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What Your Child Will Learn
- Calculate elapsed time between two given times using hour and minute intervals on a clock face
- Identify starting and ending times from analog or digital clocks and determine how much time has passed
- Apply elapsed time strategies to real-world scenarios such as school activities, meals, and playtime
- Solve elapsed time problems involving times within a 12-hour period with accuracy
How to Use This Worksheet
- Step 1: Review the clock skills. Before starting the worksheet, have your student identify the hour hand and minute hand on a sample clock. Ask them to read a few times aloud (e.g., 3:15, 7:45) to ensure they can accurately tell time before calculating elapsed time.
- Step 2: Work through the first problem together. Read it aloud and identify the starting time and ending time. Write both times clearly on paper, then use a physical clock or draw a clock to show the time span visually.
- Step 3: Model a counting strategy. Show your student how to count up from the start time to the end time using 5-minute or 1-hour intervals. Say the counts aloud: 'Start at 2:00... 2:05, 2:10, 2:15...' until reaching the end time, then count the total minutes or hours.
- Step 4: Have your student solve 2-3 problems independently while you observe. Check their work by asking them to explain their counting or subtraction method aloud. This reveals if they understand the concept or are just guessing.
- Step 5: Review any missed problems by returning to the clock visual and counting method. Avoid jumping to abstract subtraction if your student still struggles — the counting-up method is developmentally appropriate for Grade 3 and builds confidence.
Tips for Parents & Teachers
Use a physical or digital clock with movable hands when working through problems. Have your student physically move the minute hand from the start time to the end time while counting the minutes — this tactile approach helps them visualize elapsed time rather than just memorizing calculations.
Address the common mistake of confusing elapsed time with reading time. Students often read the ending time and forget to subtract or count from the starting time. Emphasize using language like 'from this time to that time' and have them write both times down before calculating.
Break elapsed time into chunks using the 'count by 5s' strategy for minutes. If the time span is 2:15 to 2:45, guide them to count: 2:20 (5 min), 2:25 (10 min), 2:30 (15 min), 2:35 (20 min), 2:40 (25 min), 2:45 (30 min). This method is easier than subtraction for third graders.
Connect problems to your student's daily routine. Ask 'School starts at 8:00 and ends at 3:00 — how long are you at school?' or 'We started lunch at 12:00 and finished at 12:30 — how long did lunch take?' Real-world context makes elapsed time meaningful.
Frequently Asked Questions
Why is my third grader struggling to understand elapsed time when they can already tell time?
Telling time (reading a clock) and calculating elapsed time are two different skills. Telling time requires reading where hands point; elapsed time requires understanding the passage of time between two moments. Your student can read '2:00' and '2:30' but may not automatically know 30 minutes passed. This is normal! Use a moving clock or number line to show time passing, not just static clock faces.
Should I teach elapsed time using subtraction or counting up?
For Grade 3 at the easy level, counting up is more effective. Third graders are still developing subtraction fluency, and counting up is concrete and visual. For example, counting 2:15 → 2:20 → 2:25 (by 5s) is easier than the subtraction problem 2:25 - 2:15. Once your student masters counting up, subtraction can be introduced later as a shortcut strategy.
What should I do if my student answers 'How much time passed?' with just the ending time instead of the duration?
This is a common misconception at this level. Gently redirect by saying, 'That's the time it ended. We need to find HOW MUCH TIME passed.' Use language like 'The trip took ___ minutes' or 'The activity lasted ___ hours.' Avoid asking 'What time is it?' and instead ask 'How long did it take?' to reinforce that elapsed time is a duration, not a moment.
Are there any tricks to help my student remember to count both the start and end times, or only the gap between them?
Yes! Teach your student to count the minutes or hours between the two times, not including the starting time itself. For example, from 1:00 to 1:15, count: 1:05 (5 min), 1:10 (10 min), 1:15 (15 min). A helpful phrase is 'Count UP to the end time' which emphasizes moving forward from the start, not counting the start itself. Using a number line with numbers marked in 5-minute or 1-hour intervals can make this clearer.
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