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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 90min Grade: three

Lesson 16.2: Converting Hours and Minutes

Unit Overview
Main Idea (Claim) Summative Assessment
-Time is a measurement concept that can be used to -Students will take a test at the end of the unit to test
tell when activities start and when they end as well how much they have learnt from the unit and it will
as how long they last. Temperature is also another be graded.
measurement concept that can be used to understand
what the weather is and will be like. God gave us
time to use it well and to be able to worship Him in
all that we do at all times, in addition God gave us
temperature to enjoy it honor Him in whatever
weather situation.

Guiding Questions Objectives (know/understand/do/value)

- How many minutes are in one hour?
The student will . . .
- Be able to change hours to minutes.
- Be able to change minutes to hours.
- Be able to change both minutes and hours to
minutes or hours.

Time Instructional Procedures and Strategies

Beginning the Lesson
- Reviewing the previous lesson: choose one student to come forward and move the
demonstration clock around to different times that the teacher will point out on the board
or say. Remind students that in grade 2 they learned that 1 hour =60minutes. Ask students
10min to tell what time it is on the clock using past and to or other ways they learnt.

Developing the Lesson

- Convert hours (h) to minutes (min): Remind the students by showing them on the clock
that to make one hour that the minute hand has to move around and make a full turn in
60min. How do we know that there are 60min in 1 hour? By counting the small marks on
the clock. Give an example that is in the student book, Jerry rides his bicycle for 2 hours.
How many hours do two turns represent? And how many minutes do 2 turns represent?
Give students time to practice 3h, 4h, and 5h.
- Convert hours and minutes to minutes: Give example, if Matt plays basketball for 1h and
30min 20min, how many minutes are there in 1h and 20min? Encourage students to use number
bonds. Tell students that 1h needs to be converted to minutes and then add 20min; tell
them that there are 80min in 1h and 20min.
- Convert Minutes to hours and minutes: First students recall how to convert hours to
minutes (1h=60min, 2h=120min, 3h=180min). Example, Marshall takes 135 minutes to
mow the lawn, how many hours and minutes are there in 135minutes?
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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 90min Grade: three

- Play Bingo Game! Divide students into 2 groups and they will compete in doing and
working on several given numbers. Each group will be given time cards and each person
will take turn drawing a card. They will be given time to calculate (convert to either hours
or minutes) the time and write it down, if they cannot then they will get a zero.

Closing the Lesson

- Let students construct or come up with each two word problems about converting hours
to minutes and minutes to hours.
- Let students do practice exercise on page 151-154.
5min

Formative Assessment Differentiation

- Students will finish the practice exercise on - Students will learn by listening to the lecture
page 151-154 for grading. and examples.
- They will also be able to work in groups and
also individual work.
Resources
- Demonstration clock with movable hand.
- Time cards
- Lesson from: Math Focus Singapore by Marshall Cavendish.

Evaluation and Reflection

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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 90min Grade: three

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing ●
Lesson creative tension. May include review and/or activation of prior
knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●

Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?