How Long is One Minute?
Students will be able to identify how long one minute is.
- Set the timer for 1 minute. Have the class sit quietly and wait for the timer to buzz.
- Ask the class what activities they think a person could do that would take less than one minute. Then ask them what some activities are that would take more than one minute.
- Tell students that one minute is equal to 60 seconds, or the length of time it takes to say "Mississippi."
Explicit Instruction/Teacher modeling(10 minutes)
- Read Just a Minute!.
- Ask students why knowing how long one minute is is important.
Guided Practice(15 minutes)
- Write down on a piece of paper several examples of activities that would take more than one minute, example: drive to school, read a book, shower, paint a picture, eat, shop for groceries, watch a movie, and several activities that take less than one minute, example: take a picture, tie a shoe, turn a page, sneeze, open a letter, wash hands, sit in a chair.
- Make two headings for the pocket chart, "More than 1 minute" and "Less than 1 minute."
- Have enough examples of activities for each student to have one to place in the pocket chart.
- As students place the activities in the pocket chart, watch to make sure they are placing the activities on the correct side and aid struggling students.
Independent working time(15 minutes)
- Have students split into small groups and time each other as they do the Time Trial worksheet.
- Enrichment: Come up with another list of tasks for students to try to complete in one minute.
- Support: Pair struggling students with peer mentors.
- Observe the class' ability to determine whether an activity will take more or less than one minute to complete.
- Check students' worksheets for accuracy of estimation.
Review and closing(5 minutes)
- Ask the class what they have learned from this activity.
- Have the class share anymore questions or concerns they might have about the lesson with you.