Math (Victoria):

Topic/Theme

Estimating what activities take place in what amount of time

Objectives/
Outcomes

GCO: Shape & Space (SS): Use direct or indirect measurement to solve problems
SCO: SS2: Relate the number of seconds to a minute, the number of minutes to an
hour and the number of days to a month in a problem-solving context.

Timeline

50 minutes

Materials

SmartBoard set up with http://safeshare.tv/v/s1c3MARlJ0Q 525,600

minutes song
Poem on board to read/review
Math notebooks/pencils for students
iPads for students who wish to orally explain their work instead of writing
it down

Motivation/
As kids are entering class, have http://safeshare.tv/v/s1c3MARlJ0Q playing, have
Introduction (10 them watch and observe video.
minutes)
DIscussion about time in general (Guiding questions): What are some things you
could do in 525,600 minutes? How long was that again (one year)? Remember our
literacy class? What did you think that character did in that time (what did you
write about)? How long do you think that would take?
Process (Main
Lesson)
(30 minutes)

Review and discuss time in the poem A Dillar, a Dollar

A diller, a dollar,
A ten o'clock scholar;
What makes you come so soon?
You used to come at ten o'clock,
But now you come at noon!
How late was he?
What unit of time is that?
How would seconds compare to that? What about days?
What kinds of things could someone accomplish in 2 hours (the amount of
time he was late)? How do you know that?
Have students get their math journals for activity. Students can work
independently or with a partner/small group. Students must compile a list of
different things this character could have done in 2 hours to make him late, and
write a short explanation/create a short video description of why it would be an
appropriate activity for that block of time.

Conclusion
(10 minutes)

Students will find another individual or small group to share their ideas with. Then
students may volunteer to share their favourite idea to the class, explaining how
they know it would take 2 hours to complete.

Assessment

Formative assessment throughout the class with class list. Teacher to circulate and
take anecdotal notes on individual students comprehension with some

questioning. Use this data to create a small focus group for those who might need
a little more support and another for those who are ready for a challenge for the
next lesson.
Special
Considerations

Create SafeShare link of video to assure students are not exposed to inappropriate
ads on YouTube.
In discussion, make sure you are encouraging exploration and risk taking with
answers, try not to limit their ideas but keeping responses open and flexible.

Differentiation

Students are able to work independently or in a small group to complete the task
(based on their work preferences). Students may complete the assignment in their
math journal or recording themselves on the iPad. This lesson incorporates
auditory/musical, visual, analytical components in the lesson. Students also have
the ability to make their examples more or less complicated, depending on their
readiness.

Extension

Students can calculate minutes/seconds in 2 hours, and can create more complex
ideas for what could happen in 2 hours. The students could be prompted to think
of many different short activities that, when completed, would total 2 hours.

Next Steps

Use formative assessment data collected to create focus groups for next class.
Start talking about different amounts of time, and converting
seconds/minutes/hours/days/months/years.

Reflection