Lesson Plan
Lesson 4: How Long is This Going to Take?
A 30 minute lesson in which students will sequence familiar events in time order.
This lesson plan includes the following resources:
Lesson Plan
Tuning In
- Ask the class if they can name an activity that takes a short time to complete e.g. washing hands, walking to the next room, eating a small snack. Encourage the students to share and discuss their answers. Afterwards, ask the students to name activities that take a longer time to complete e.g. watching a movie, playing a game of sport, sleeping.
- Complete a ‘virtual graph’ activity. Ask the class which activity they think would take longer to do: cleaning their teeth or watching a movie. Ask the students who think that cleaning their teeth takes longer to stand on one side of the room and those who think that watching a movie takes longer to stand on the other side. Encourage the students to share their reasons for their choices.
- Repeat the activity with the following comparisons:
- cleaning their teeth or lunchtime at school
- watching a movie or a day at school
- having a shower or playing a game of sport.
Teacher Instruction
- Display a copy of the How Long is This Going to Take? Worksheet on the board. Explain the task to the students and model how to complete it.
Guided/Independent Learning
- Distribute the worksheet to the students. Monitor and support the students as they independently complete the worksheet.
Wrapping Up
- Gather the class back together and encourage the students to share their responses. Consolidate the concept that activities take different amounts of time to complete.
Differentiation
Extending Students
- Encourage more capable students to assist less confident students with the worksheet.
Supporting Students
- Allow less confident students to be supported by more capable students when completing the worksheet.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
Common Core Curriculum alignment
- CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/sho...
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