Subject Mathematics Year 5
Class Year 5
Day/Date Monday (26th August 2024)
Time 0900 – 1000
Topic Unit 4: Time
Content Standard 4.2
Learning Standard/s 4.2.1 (iv) (v) (vi)
Objective/s By the end of the lesson, students will be able to:
1. Identify the relationship between hours and minutes (1 hour = 60
minutes) with 100% accuracy.
2. Convert whole hours to minutes and fractional hours (½, ¼, ⅓) to
minutes with at least 80% accuracy.
3. Solve word problems involving the conversion of hours to
minutes, including fractional hours, with 70% accuracy.
Teaching Aids Year 5 Mathematics DLP textbook, handouts
Activities Introduction (10 minutes)
o Teacher’s Explanation:
Begin by reviewing the concept of time units: decades,
centuries, and years.
Write on the board:
1 decade = 10 years
1 century = 10 decades = 100 years
o Questioning:
Ask students to recall how many years are in a decade and
a century to assess prior knowledge.
Direct Instruction (15 minutes)
o Decades to Years (Including Fractions):
Demonstrate how to convert decades to years. Example:
2.5 decades = 2.5 × 10 = 25 years
Work through examples of both whole and
fractional conversions.
o Centuries to Decades and Centuries to Years:
Show how centuries convert into decades and years, and
include fractions. Example:
1.5 centuries = 1.5 × 10 = 15 decades
1.5 centuries = 1.5 × 100 = 150 years
Guided Practice (15 minutes)
o Distribute a worksheet with a variety of problems
involving converting:
a) Decades to years (e.g., 3.2 decades, 4.75 decades)
b) Centuries to decades (e.g., 2.5 centuries)
c) Centuries to years (e.g., 1.25 centuries)
o Allow students to work in pairs, providing guidance as
needed.
Independent Practice (10 minutes)
o Students complete another set of problems individually
from the worksheet. Monitor their work, providing
feedback and support.
Review and Assessment (10 minutes)
o Go over selected problems from the worksheet on the
board, asking students to explain their steps.
o Mini-quiz: Give a short quiz (5 questions) to assess
students' understanding.
Example question: Convert 3.6 centuries into years.
o Measurable Outcome: Check if students achieve 80%
accuracy in their conversions.
Conclusion:
Recap: Summarize key points about converting decades to years,
centuries to decades, and centuries to years.
Reflection A total of _____ students achieved the teaching and learning objectives, and
_____ students are at a satisfactory level. However, _____ students still did
not achieve the teaching and learning objectives and require additional
guidance and practice. In terms of the smoothness of the lesson, the session
went smoothly/there were some disruptions. Nevertheless, this session
successfully sparked students' interest in ____________________________
and they appeared more motivated to learn. For the next session, I plan to
____________________________________________________________
____________________________________________________________
Subject Mathematics Year 5
Class Year 5
Day/Date Wednesday (28th August 2024)
Time 1130 – 1230
Topic Unit 4: Time
Content Standard 4.2
Learning Standard/s 4.2.2 (i)
Objective/s By the end of the lesson, students will be able to:
1. Convert decimal hours to minutes with 80% accuracy.
2. Solve real-life problems involving decimal hours converted to
minutes with at least 3 out of 4 correct answers.
Teaching Aids Year 5 Mathematics DLP textbook, handouts
Activities 1. Introduction (10 minutes)
Engage: Ask students how they measure time in hours and
minutes in their daily activities, like watching TV or playing
games.
Explain: Introduce the concept of converting hours to minutes,
emphasizing that 1 hour equals 60 minutes.
Formula: Write the formula on the board:
Minutes=Hours×60Minutes=Hours×60
Example: Convert 1.5 hours to minutes:
1.5×60=90 minutes
Discuss the multiplication process and how the decimal is handled.
2. Guided Practice (20 minutes)
Step-by-step conversion: Guide the students through several
examples together on the board.
1. Convert 0.75 hours to minutes:
0.75×60=45 minutes
2. Convert 2.25 hours to minutes:
2.25×60=135 minutes
Group Activity: Pair students and give them 5 problems to solve
together:
o Convert 0.5, 1.25, 1.75, 0.2, and 2.5 hours to minutes.
3. Independent Practice (15 minutes)
Worksheet: Distribute a worksheet with 10 problems, asking
students to convert decimal hours to minutes.
Real-life Scenarios: Include 2-3 word problems where students
have to apply conversion in practical contexts (e.g., “If a movie
lasts 1.75 hours, how many minutes is that?”).
4. Assessment & Review (10 minutes)
Check Answers: Review the answers from the worksheet on the
board.
Oral Quiz: Ask individual students to explain the steps for
converting decimal hours to minutes.
5. Conclusion (5 minutes)
Summarize: Recap the key points of the lesson, highlighting the
importance of multiplying by 60 to convert hours to minutes.
Reflection A total of _____ students achieved the teaching and learning objectives, and
_____ students are at a satisfactory level. However, _____ students still did
not achieve the teaching and learning objectives and require additional
guidance and practice. In terms of the smoothness of the lesson, the session
went smoothly/there were some disruptions. Nevertheless, this session
successfully sparked students' interest in ____________________________
and they appeared more motivated to learn. For the next session, I plan to
____________________________________________________________
____________________________________________________________
Subject Mathematics Year 5
Class Year 5
Day/Date Friday (30th August 2024)
Time 1100 – 1200
Topic Unit 4: Time
Content Standard 4.2
Learning Standard/s 4.2.2 (ii)
Objective/s By the end of the lesson, students should be able to:
1. Convert whole days into hours accurately (e.g., 3 days = 72 hours).
2. Convert days with decimal values into hours (e.g., 2.5 days = 60
hours) with 80% accuracy.
3. Solve word problems involving conversion of days to hours using
decimals with 70% accuracy.
Teaching Aids Year 5 Mathematics DLP textbook, handouts
Activities Introduction (10 minutes):
Teacher’s Activity:
o Start with a brief recap of time units (hours, days) and
how many hours are in a day (1 day = 24 hours).
o Ask students to recall what they know about fractions and
decimals.
o Explain that today, they will learn how to convert days to
hours, including fractional days (e.g., half a day).
Student’s Activity:
o Engage with the teacher’s questions, share prior
knowledge.
Direct Instruction (15 minutes):
Teacher’s Activity:
o Demonstrate converting whole days into hours on the
whiteboard:
1 day = 24 hours, 2 days = 48 hours, 3 days = 72
hours.
o Introduce decimals: e.g., 1.5 days = 1 day + 0.5 day.
o Multiply 0.5 day by 24 hours: 0.5 × 24 = 12 hours, so 1.5
days = 36 hours.
o Continue with other examples: 2.25 days, 3.75 days, etc.
o Explain the process step-by-step, emphasizing
multiplication of the decimal part by 24 to find the hours.
Student’s Activity:
o Observe and take notes. Ask questions if they don’t
understand any part of the process.
Guided Practice (15 minutes):
Teacher’s Activity:
o Provide a set of practice problems on the board or
worksheet:
1. 1.25 days = ____ hours
2. 2.5 days = ____ hours
3. 3.75 days = ____ hours
4. 4.1 days = ____ hours
o Work through the first problem together as a class.
Student’s Activity:
o Complete the remaining problems individually or in pairs.
o Teacher circulates to offer support as needed.
Independent Practice (10 minutes):
Teacher’s Activity:
o Provide 3 word problems that require students to convert
days to hours using decimals. Example:
“A project was completed in 2.5 days. How
many hours did it take to complete the project?”
o Encourage students to solve them independently.
Student’s Activity:
o Solve the word problems individually and submit
answers.
Conclusion & Assessment (10 minutes):
Teacher’s Activity:
o Review the answers to the word problems with the class.
o Summarize the key points: converting whole days and
fractional days to hours using decimals.
Reflection A total of _____ students achieved the teaching and learning objectives, and
_____ students are at a satisfactory level. However, _____ students still did
not achieve the teaching and learning objectives and require additional
guidance and practice. In terms of the smoothness of the lesson, the session
went smoothly/there were some disruptions. Nevertheless, this session
successfully sparked students' interest in ____________________________
and they appeared more motivated to learn. For the next session, I plan to
____________________________________________________________
____________________________________________________________
