Math lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Time facts: minutes in an hour, hours in a day
Measurement
CCSS 2.MD.C.7England: Y2 Measurement
Objective and success criteria
Students will: Time facts: minutes in an hour, hours in a day.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Seconds, minutes, hours or days?
Leads to: the next skill in this area.
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Seconds, minutes, hours or days?). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which unit would you use to say how long a summer holiday lasts? (Seconds / Minutes / Hours / Days) → DaysPrompt: Seconds are very short; days are very long.
- Which is longer: 1 second or 1 minute? (1 second / 1 minute) → 1 minutePrompt: Order: seconds, minutes, hours, days.
- Which unit would you use to say how long a long film lasts? (Seconds / Minutes / Hours / Days) → HoursPrompt: Seconds are very short; days are very long.
Hook · 5 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Time facts: minutes in an hour, hours in a day. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: How many hours are in 1 day?
- Step 1: 24
- Answer: 24
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- How many hours are in 1 day? → 24Prompt: Think about the clock and the calendar.
- Which is the longest time: 45 minutes, 1 hour, half an hour? (45 minutes / 1 hour / half an hour) → 1 hourPrompt: Change them all into minutes.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- How many hours are in 1 day? → 24Prompt: Think about the clock and the calendar.
- Which is the shortest time: 1 hour, half an hour, 50 minutes? (1 hour / half an hour / 50 minutes) → half an hourPrompt: Change them all into minutes.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Seconds, minutes, hours or days?.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder