I'll model what the increments of time look like on my teacher clock:
How long is a minute? We will do a series of activities so students can feel how long a minute is.
Reiterate: 1 minute is not a lot of time. There are 60 minutes in an hour. We have not even made it to 1 hour yet!
We will read the book, My Day, which is a level G (Fountas and Pinnell) book on readingaz.com.
This book is about a little boy and all the things he does in his day. The books uses the terms, "morning, afternoon, evening and night".
This book will give students ideas of things that they do in each part of their day.
After reading, we will chart activities that take 1 minute/1 hour during each part of the day:
If students struggle with identifying how much time, I'll pantomime the activities that last a minute and ask, "Will I need to do this for the entire math time? Math lasts 1 hour!"
Before we move on, I'll ask for student ideas for activities they do in each part of their day. This will help prepare them for the independent practice.
See sample anchor chart for the activities we charted. My favorite is a little girl who said, "Make gumbo!"
Students create a "My Day" book where they draw and label activities they do that take 1 minute and 1 hour at each part of their day.
See attached video for how one student connected our math lesson to a guided reading lesson. I noticed he and a few other students make this math-literacy connection and use the guided reading book as a resource.
I'll share an exemplar booklet, and then students will share their booklets with each other.