1. Topic

Number Sense and Numeration 


2. Content


3. Goals: Aims/Outcomes

1. Being able to count to 60
2. Understanding that 60 seconds make up a minute
3. Being able to conceptualize what takes about a minute, or what
takes longer 


4. Objectives

1. To know and understand the meaning of a minute
2. Understand the difference between the saying "Just a minute" from
an actual minute 


5. Materials and Aids

Lego or linking blocks, coloring pencils, paper 


6. Procedures/Methods

A. Introduction
1. Read the story to the class
2. Create discussion as to what they think the meaning of a minute
is 


B. Development
Get the students to count to sixty together, and explain to them
that the reason they're doing that is because there are 60 seconds
in a minute. If you know your students well enough, instead of saying
one Mississippi, two Mississippi, try something that is more relateable
to your students. (i.e.: one really big fish, two really big fish
OR one soccer player, two soccer players...) 


C. Practice
1. Time the students clapping, jumping, skipping or talking to a
friend for a minute. Ask them if they think in that period of time,
if they think they could do some of those things in the book that
Fred did in a minute, or if they think it would take longer. "i.e.:
do you think it really took Fred a minute to build the big castle?"
2. Give students lego or linking blocks at their table. See how big
of a structure they could build in one minute. 


D. Independent Practice
1. Create a worksheet of various activities that may or may not
take a minute (i.e.: walking the dog, brushing your teeth, brushing
your hair, eating dinner) and get students to color in the actions
that they think would take them about a minute.



E. Accommodations (Differentiated Instruction)
1. If students don't feel counting outloud with the class, you
could give them counters to so they can show you instead how they
can count to 60.
2. If students do not have the motor skills to color in the activities,
maybe they can speak to a friend about which activities they can do
in a minute. 


F. Checking for understanding
1. Collect the worksheets in order to see what they know
2. Get students to make a minute long presentation showing an action
that takes one minute 


G. Closure
Get a clock and get the students to see how long it takes for the
second hand to go around the clock, while they could to 60 and see
if it takes the same amount of time. 

