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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade 3

Lesson: 16.3 Adding Hours and Minutes

Unit Overview
Main Idea (Claim) Summative Assessment
- Time is a measurement concept that can be - Students will take a test at the end of the unit
used to tell when activities start and when to test how much they have learnt from the
they end as well as how long they last. unit and it will be graded.
Temperature is also another 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)

The student will . . .
- How do we add time without regrouping? - Be able to add time without regrouping
- How do we add time with regrouping? - Be able to add time with regrouping.
- What are the steps to follow for each
category?

Time Instructional Procedures and Strategies

Beginning the Lesson
- Review the previous lesson by giving students some word problem: Jane spend 1 hour
doing her English homework. Then she does social studies for 30min. Ask students these
10min questions;
- How many minutes does Jane spend on her homework altogether?
- How much time does she spend altogether?

Developing the Lesson

- Add without regrouping: Have students read the problem together. Today Mr. Carlson
works 2hours and 15min in the morning. He works 5hours and 10min in the afternoon.
How long did Mr. Carlson work today?
- Strategy for adding time:
.Step 1: add the hours.
.Step 2: add the minutes
- Add time with regrouping: Emily takes a flight from Chicago to New York. She waits for
40minto check her luggage. Then she waits 1hour and 55minutes before boarding the
airplane. How long does she wait?
- Strategy for adding with regrouping:
. Add the minutes then if the minutes are more than an hour, we regroup (this means that
split the minutes in hours and minutes) them.
.Add the hours.
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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade 3

Closing the Lesson

- Game: Divide class into pairs, each pair is given a pair of dice and each student tosses the
dice at the same time with their partner. If the result of either of them is odd then it will
be multiplied by 10 and taken as minutes. If the result is even, then it is not multiplied
and it is taken as hours. They will note both results down and add them with regrouping
or without regrouping.

Formative Assessment Differentiation

- Students will be given group activities
- Practice exercise page 236 through the end game to play with the dice
but while learning (Kinesthetic learners).
- Students will also learn from listening to the
lecture (auditory).
- Power point for the visual learners and clock.
Resources
- Dice (8-9)
- White board for each group
- Pencils
- Demonstration clock

Evaluation and Reflection

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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade 3

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?