LESSON PLANNING OF TIME
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.
- 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.
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
- 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.
- 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]
Whole Class: [Minutes to seconds)
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.
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?
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]
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.
- Give questions from the textbook as well.