Subject Mathematics

Grade 5th

Students` Learning Outcomes

  • Convert hours minutes, minutes to seconds and vice versa.

Information for Teachers

  • 1 hr = 60 minutes
  • 1 minute = 60 seconds


GSM = Greater to Smaller Multiplication

SGD = Smaller to Greater Division

Key terms: minute hand, hour hand


  • During this lesson teacher will consult the textbook at all steps where and when necessary.

Material / Resources

Writing board, chalk / marker, duster, wall clock or few wrist watches, so that students can observe that 60 ticks to make one minute, textbook


  • Brain storms the students on the following question;
  • How many times during the day, you use the word ‘time’?
  • Expected answer would be as;

o   What time is it?

o   It`s time to pack up.

o   You`re wasting your time.

o   It`s time for watching TV.

o   Be sure to handover your work on time.

o   It`s lunchtime.

  • Discuss with students some famous quotes about time, e.g.

o   Time heals all wounds. (Geoffrey Chaucer)

o   Better late than never.(Lu Hsun)

o   Time and tide waits for no one.(William Bradford)

o   Time flies.(Proverb)

  • Ask: Why is time so much important? What do you say about it?
  • Ask: Do you remember any incident or story that emphasizes the importance of time?
  • [Let the students think and share with the whole class]
  • Tell them that we will study about the conversion of hours, minutes and seconds.


Activity 1

  • Review the valuation among the different units of the time.
  • Ask the students;

o   Which hand tells the quarter of an hour? [minute hand]

o   How long does it take the minute hand to complete one round? [you may allow them to observe their watches, class clock or the clocks they bring] [there are 60 ticks or seconds to make one minute]


  • Write on the board 1 minute = 60 seconds.
  • Ask them: “Have they ever noticed? How many ticks or seconds the min hand takes to come back to 12 after completing a round?” complete circle from? [60 seconds]
  • Ask them:

o   When the long hand moves from 3 to 4. How many minutes is that? [05 minutes]

o   When the long hand moves from 1 to 4. How many minutes is that? [15 minutes]

o   05 and 15 are the multiples of which digit?

  • Discuss with students to find out the result that the movement of the hands of clock work according to the timetable of 5.
  • Ask:

o   How many total minutes are shown on the clock? [12 x 5 = 60 minutes]

  • Tell them if you count the dots on the clock, they are also 60.
  • Ask: “When does the hour hand move?” [When minute hand completes one circle after every hour]
  • Tell: Hence we can say that 1 hour = 60 minutes.
  • Tell: When 60 steps by minutes hand are completed then hour hand takes one steps.
  • The conclusion of the discussion is;

o   1 hour = 60 minutes

o   1 minute = 60 seconds

Activity 2

Individual Activity:

  • Ask the students: “After going back home, what is your daily routine and how much time do you spend on each activity?”
  • Fill in the given table:


  • Once they complete the first four columns of the table ask, “Can you express this duration in seconds?” 
  • How would you do that? [Observe how many of them can identify multiplication?]
  • Write one example on the board as 1 minute = 60 seconds then 30 minutes = 60 x 30 seconds = 1800 seconds.
  • Allocate time for the completion of column no. 5. Review answers for corrections.
  • Do you remember GSM?
  • Remember the term was introduced in the length unit ‘GSM- Greater to Smaller Multiply’



  • What are we doing? [Multiply]
  • “Yes: we are doing GSM”. For changing a Greater unit to a smaller unit we are multiplying.
  • Say: “Tell me hours. I will tell you minutes?” for example; how many minutes are there in 13 hours? Let them think and respond them tell them the correct answer. [13 x 60 = 80 minutes]
  • Conclude that there are 60 minutes in 1 hour and we ‘multiply’ to convert hours in to minutes.


Activity 3

Pair Work:

  • Assign few questions to be done in pairs;

o   Convert the following into minutes: 2 hours, 9 hours, 15 hours and 20 hours

o   Just after the pair work on above is done, clear the board and write as below: if 60 minutes = 1 hour then 120 minutes = ……hours?  Let them think and respond]

o   Repeat this activity with few more examples.

  • Take feedback and share correct answers with the whole class.[Repeat that division is the opposite of multiplication]

Activity 4:

Whole Class: [Minutes to seconds)

  • Recall:

o   We have seen learnt to convert hours into minutes and minutes into hours.

o   Now we will change minutes to seconds? How will we do that? [Let them think and respond then write answers on the board]

  • Now write on the board 1 minute = …… seconds [they will tell 60 seconds, discussed recently]
  • Now write 2 minutes = ….. .seconds, [Few students will reply 120 seconds]
  • Ask why and then conclude that for converting from greater unit to smaller unit we multiply [GSM}
  • Ask few questions like 4 minutes, 14 minutes, 30 minutes will be equal to how many seconds [from the whole class]
  • Ask what is the opposite of multiplication? [Division]
  • Hence if we convert from seconds to minutes, [what do we do?] [Repeat the question if needed let the class come up with the answer i.e. DIVIDE]
  • Write on board if 60 seconds = 1 minute then 360 seconds = …… minutes” [give few minutes and let them answer]
  • Write few more questions on board to be done as whole class. For example, 120 seconds, 180 seconds, 420 seconds etc.

Activity 5

Challenge of the day:

  • Let them discuss with each other, until the whole class is convinced on that Khurram takes longer time Along with reason.
  • You may ask few students to explain it?

Activity 6

Individual Written Work:

  • Write sums on the board and ask them to complete within the allocated time.
  • Let them exchange their notebooks and check each other`s work.

Sum up / Conclusion

  • 1 hour = 60 minutes
  • 1 minute = 60 seconds
  • To convert the hours to minutes and minutes to seconds we use GSM.
  • To convert seconds to minutes and minutes to hours we user SGD.
  • 24 hour clock show time from 00:00-24:00 so
  • 12 hour clock show time in ‘a.m.’ and ‘p.m


  • How many hours are, there in a day? [24 hours]
  • How many seconds are, in an hour? [3600 seconds]
  • How many minutes are, in a day? [1440 minutes]
  • How many seconds are, in 02 hours? [7200 seconds]
  • How many minutes are, in a week? [10080 minutes]

Individual work

  • Convert

I)                   45 minutes in hour?

II)                1 ¾ hours in minutes?

  • Write the time from the following clocks;

a)      Time between noon and midnight.  


b)      Times are between midnight and noon. 


  • Teacher must involve the student in solving the exercise questions given in the end of the lesson of textbook.

Follow up 


  • Give questions from the textbook as well.

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