Math lesson plan · 1st grade (Year 2 in England) · 45 minutes
Seconds, minutes, hours or days?
Measurement
CCSS 1.MD.B.3England: Y1 MeasurementEngland: Y2 Measurement
Objective and success criteria
Students will: Seconds, minutes, hours or days?.
- 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: Tell the time to the hour
Leads to: Time facts: minutes in an hour, hours in a day
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 (Tell the time to the hour). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
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: Seconds, minutes, hours or days?. 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: Which unit would you use to say how long it takes a seed to grow into a plant?
- Step 1: Days
- Answer: Days
- 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.
- 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 minute or 1 second? (1 minute / 1 second) → 1 minutePrompt: Order: seconds, minutes, hours, days.
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.
- Which is longer: 30 minutes or 1 hour? (30 minutes / 1 hour) → 1 hourPrompt: Order: seconds, minutes, hours, days.
- Which unit would you use to say how long it takes to brush your teeth? (Seconds / Minutes / Hours / Days) → MinutesPrompt: Seconds are very short; days are very long.
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: Tell the time to the hour.
- 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
- Move on to: Time facts: minutes in an hour, hours in a day.
- 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-1.
Free lesson plan from eurekami.com/lesson-plan-builder