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Lesson 72 Converting Time Measure Involving Seconds Minutes Hours and Day

This lesson plan teaches students how to convert between different units of time measurement (seconds, minutes, hours, days). It includes activities like games to practice telling time, group worksheets to convert between units, and individual assignments. The key points are: - There are 60 seconds in 1 minute, 60 minutes in 1 hour, and 24 hours in 1 day. - To convert to a larger unit (e.g. seconds to minutes), divide the number of smaller units by the conversion factor for that unit (e.g. seconds/60). - To convert to a smaller unit (e.g. hours to minutes), multiply the number of larger units by the conversion factor (e.g.

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Dacumos Maria Constancia
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17K views2 pages

Lesson 72 Converting Time Measure Involving Seconds Minutes Hours and Day

This lesson plan teaches students how to convert between different units of time measurement (seconds, minutes, hours, days). It includes activities like games to practice telling time, group worksheets to convert between units, and individual assignments. The key points are: - There are 60 seconds in 1 minute, 60 minutes in 1 hour, and 24 hours in 1 day. - To convert to a larger unit (e.g. seconds to minutes), divide the number of smaller units by the conversion factor for that unit (e.g. seconds/60). - To convert to a smaller unit (e.g. hours to minutes), multiply the number of larger units by the conversion factor (e.g.

Uploaded by

Dacumos Maria Constancia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan in Mathematics 3

Lesson 72 Converting Time Measure involving Seconds,


Minutes, Hours and Day
Date:
Time:
Sectio
n:
Objective
Convert time measure from seconds to minutes, minutes to
hours, and hours to a day and vice versa
Value Focus
Accuracy, Wise use of time
Prerequisite Concepts and Skills
Four fundamental operations on whole numbers
Materials
Models of a standard clock, toy clock with movable hands,
flashcards with clocks and time in standard form, show-meboard
Instructional Procedures
A. Preliminary Activities
1. Drill
Ladder game
Divide the class into 4 rows. Each row will have 3
representatives.
As the teacher flashes the cards, the representative
will read the time shown in the model clock. The first
to answer will take a step forward.
The first to reach the front will be the winner.
(Use the same procedure for the rest of the
participants.)
2. Review
Show clock models. Ask pupils to tell the time shown.
e.g.

3. Motivation
Ask: How do you prepare yourself before going to
school in the morning?
Why is it important to take good care of our body?

Look at the pictures. Pick one and tell your classmate


how long it takes you to do this every morning.

Why is it important to be aware of time?


Why do we have to use time wisely?
B. Developmental Activities
1. Presentation
Show a real and functioning clock with second hand.
Let pupils read the time.
Ask: What time does it tells us? e.g. 7 oclock
How many hands does a clock have?
Let them identify the names of the different hands of a
clock.
Ask: Which is the hour hand? minute hand? second
hand?
What does each hand tell us?
Let pupils observe how the second and the minute
hands move. (As much as possible, each group of 4
members should have a real clock.)Ask: Which hand
moves faster, second hand or minute hand?
Guide the pupils in counting the number of ticks the
second hand moves before the minute hand moves.
Ask: How many seconds are there in one minute? If
three minutes have passed, how many seconds is
that?
Let pupils observe the minute and hour hands move.
But since it will take time to show 60 minutes which is
equal to 1 hour, manipulate the clock to show the
pupils the number of ticks the minute hand moves
which is equivalent to 1 hour. Ask: How many minutes
are there in 1 hour? in 2 hours?
Just show also, using the clock, that 24 hours is equal
to 1 day. Ask:
How many hours are there in one day? in two days?
Pupils should be able to say these:
When a second hand moves in 1 complete
revolution, it is equal to 60 seconds.
60 seconds is equal to one minute
60 minutes is equal to one hour
24 hours is equal to one day
2. Performing the Activity
Divide the class into 6 groups. Let each group answer the
problems given to them and show their solutions.
Group 1: Nena finished her homework in 360 seconds. How
many minutes did it take her to do her homework?
Group 2: Elena finished her homework in 9 minutes. How
many seconds did it take her to do her homework?
Group 3: Edgar travelled to their province in 4 hours. How
many minutes did he travel?

Group 4: Ronnie travelled to their province in 180 minutes.


How many hours did he travel?
Group 5: Juna stayed in her aunts house for 5 days. How
many hours did she stay?
Group 6: Benny stayed in his aunts house for 144 hours.
How many days did he stay?
Let each group present their solutions and answers.

3. Processing the Activities


Ask each group the following:
How did you get your answer? What operation did you use?
Why?
What time measure did you convert? Is it from smaller to bigger
time measure?
If you are converting from smaller to bigger time measure, what
operation will be used? How about from bigger to smaller time
measure, which operation will be used?
What number should we divide if we convert seconds to minutes?
What number should we multiply if we convert minutes to
seconds?
What number should we divide if we convert minutes to hours?
What number should we multiply if we convert hours to minutes?
What number should we divide if we convert hours to day?
What number should we multiply if we convert days to hours?
4. Reinforcing the Concept
Call one pupil at a time and answer Activity 1. Let pupils
show their solutions and answers. Let them explain how
they got their answers.
Answer Key:
A. 1) 10 minutes 2) 300 seconds 3) 6 hours
4) 20 minutes 5) 300 minutes 6) 7 200 seconds
B. 1) 540 seconds 2) 4 minutes 3) 168 hours
4) 4 days 5) 48 hours 6) 2 days
Let pupils do Activity 2 in pairs. Let them discuss their
solutions and answers.
Answer Key:
A. 1)14 minutes 2)16 hours 3)1 140 seconds 4) 300
minutes 5) 21 hours
B. 1) 1 080 seconds 2) 12 minutes 3) 3 days 4) 120 hours
5) 288 hours
C. 1) 15 minutes 2) 180 seconds
5. Summarizing the Lesson

Ask:
How do you convert the following?
- seconds to minutes?
- minutes to seconds?
- minutes to hours?
- hours to minutes?
- days to hours?
- hours to days?
To convert seconds to minutes, divide the number of seconds by
60.
To convert minutes to seconds, multiply the minutes by 60.
To convert minutes to hours, divide the number of minutes by 60.
To convert hours to minutes, multiply the number of hours by 60.
To get the number of days, divide the number of hours by 24.
To get the number of hours, multiply the number of days by 24.

6. Applying to New and Other Situations


Let pupils do Activity 3 individually. Afterwards, discuss
their solutions and answers.
Answer Key:
1) a. Jimmy works at a later time. b. 4 hours c. 270
minutes
2) 8 hours
C. Evaluation
Answer Activity 4 individually.
Answer Key:
A. 1) 540 minutes 2) 72 hours 3) 13 minutes 4) 9 hours 5)
11 days
6) 168 hours 7) 14 days 8) 16 hours 9) 18 minutes 10) 12
days
B. 1) 480 seconds 2) 2 days 3) 2 100 seconds 4) 240
minutes
D. Home Activity
For their assignment, refer to Activity 5.
Answer Key:
1) 7 minutes 2) 11 hours 3) 20 minutes 4) 3 600 seconds
5)10 days
6) 660 seconds 7) 7 minutes 8) 408 hours 9) 9 days 10) 8
hours

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