Capacity Building of Key Stage 1 Teachers on

Learning Recovery in Literacy and Numeracy

Module 2

Session 2
Journey through Time Conversion
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Session 2
MODULE NO 2 Session 2
SESSION TITLE: Journey Through Time Conversion

SESSION OBJECTIVES:

Proficient Teachers

• apply a range of teaching-learning activities that can be used to enhance

learners’ achievement in numeracy skills particularly time conversion

Highly Proficient Teachers

• model a range of teaching - learning activities that can be used to enhance

learners’ skills in converting time measures

Enabling objectives:

Specifically, they shall be able to:

1. identify the different teaching–learning activities that will develop learners’

skill in converting time measures;
2. develop a lesson plan (proficient teachers) / lesson exemplar (highly
proficient teachers) that would reflect the different teaching-learning
activities discussed; and
3. share reflections on how using these teaching-learning activities will
contribute in developing the learners’ numeracy skills.

CONTENT: Conversion on time measure from smaller to larger unit and

vice versa and suggested strategies to improve teacher’s
performance based on Philippine Professional
Standards for Teachers (PPST) indicators.

ESTIMATED TIME REQUIRED: 4 hours (240 minutes)

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INTRODUCTION

Good day Teachers!

Are you ready to teach your students

something new? Do you find it difficult
choosing the right activities?
If you answered yes to both questions, then this is the right module for you!

The outbreak of the pandemic in the country brought so many

challenges to the educational system. From the usual in-person classes,
educators shifted to the distance learning delivery modality. Teachers,
learners, and home learning facilitators encountered difficulties in
implementing this modality which caused learning gaps and progress loss.
One way to address this challenge is to change the way we teach by
employing varied techniques and innovative learning strategies.
DepEd Region IV-A CALABARZON designed this module for teachers
like you to as an additional resource in transforming learning gaps into
gains.
Let’s begin the journey together!

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TARGET INDICATOR/S & COMPETENCY/IES

This module is designed to help you achieve the following target PPST
domains, strands and indicators:

Domain 1. Content knowledge and pedagogy

Strand 1.1. Content knowledge and its application within and

across curriculum areas Indicator 1.1.2. Apply knowledge of content
within and across curriculum teaching areas

Strand 1.4 Strategies for promoting literacy and numeracy

Indicator 1.4.2. Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

Strand 1.5. Strategies for developing critical and creative thinking, as

well as other higher order thinking skills

Indicator 1.5.2. Apply a range of teaching strategies to develop

critical and creative thinking, as well as other higher order thinking
skills.

Domain 2: Learning Environment

Strand 2.3. Management of classroom structure and activities

Indicator 2.3.2. Manage classroom structure to engage learners,

individually or in groups, in meaningful exploration, discovery and
hands-on activities within a range of physical learning environments.

Domain 4; Curriculum and Planning

Strand 4.2. Learning outcomes aligned with learning competencies

Indicator 4.2.2. Set achievable and appropriate learning

outcomes that are aligned with learning competencies

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OVERVIEW

The unit of time, as the most used unit of measurement in practical life, is
very essential. This module contains suggested learning activities that will help
you equip your learners with the basic concepts of time, skills in converting
one unit of time to another, and instill values necessary for life-long learning.
Moreover, employing these activities will help you improve your teaching
practice from being proficient to being highly proficient since these meet the
target PPST indicators and competencies cited above.

Particularly, the assessment strategies would help you be highly proficient

in teaching time measurement in Key Stage 1 Mathematics.

The module contains the following parts:

1. Introduction
2. Target Indicators and Competencies Overview
3. Self-reflection
4. Support Group
5. Key concepts/topics/content
6. Suggested teaching-learning activities and assessment and other
activities.

It is hoped that through this module teaching time measurement will not
only be effective but will also be an enjoyable experience.

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SUPPORT GROUP

A. Let’s watch this video on converting time from a bigger unit to a smaller unit:
[Link]

B. How about time conversion from smaller to bigger units?

Using the same examples, reverse the process.

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Probing Questions:

After watching the video, answer the following questions.

1. Is the video appropriate for the target learners? In what way?

2. What specific skills will be enhanced using the material?
3. What fundamental operations are intensified during the process? Is it
an effective way of teaching the lesson? Why?
4. What other teaching strategies will you utilize in presenting the lesson?

SELF-REFLECTION
Reflect on your current practice as a teacher using various teaching strategies
anchored on the PPST that enhance learner achievement in numeracy.

Knowledge Skills Attitude

As a Proficient As a Proficient As a Proficient
Teacher, I know… Teacher, I do … Teacher, I feel …
that the learning have the responsible in
of students responsibility to recognizing
depends on the demonstrate learner diversity
input given to competence in to develop life-
learners so a managing long ang holistic
teacher must have constructive learners.
ample knowledge classroom
on teaching interactions
strategies and geared towards
content pedagogy. attaining high-

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How about you?

Knowledge Skills Attitude

As a Proficient As a Proficient As a Proficient
Teacher, I know… Teacher, I do... Teacher, I feel …

KEY CONCEPTS/TOPICS/CONTENT
● Numeracy- the ability to understand and work with numbers.
● Conversion- is the process of changing units of measure into other units.
● Unit of measure- is the actual unit in which the associated values are
measured; a standardized quantity of physical property used as a factor
to express the quantity of that property that exists.

● Unit of Time-is any particular time interval, used as a standard way

of measuring or expressing duration.
○ Second- the base unit of time measurement in timing for
events that occur in everyday life
○ Minute- a period of time equal to sixty seconds or a sixtieth of an hour
○ Hour- a unit of time equal to one of the 24 equal
parts of a day; 60 minutes
○ Day- a period of twenty-four hours as a unit of time, reckoned
from one midnight to the next, corresponding to a rotation of the
earth on its axis
○ Week- a period of seven days
○ Month- a period of four weeks; the measure of time amounting to
approximately 4 weeks or 30 days
○ Year- the period of 365 days (or 366 days in leap years) starting
from the first of January, used for reckoning time in ordinary
affairs

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SUGGESTED TEACHING-LEARNING ACTIVITIES

Here are some suggested activities which you can use in the classroom for
mastery of the concept of Time Conversion utilizing different teaching strategies.
Activity 1: Mnemonic Device (Months Song)
Start the class with this song: Lubi-Lubi Song

Reference:
[Link]

Activity 2: Group Activity

Directions: Divide the class into 5 groups. Each group will be given a calendar, an
analog clock, and a piece of paper to write their answers. The teacher may assist the
learners. Answer the following questions.

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1. Look at the seconds hand of the clock (explain
to the learners the seconds-hand, minute-
hand, and hour-hand of the clock). One
complete rotation of the seconds- hand is how
many minutes? How about two complete
rotations?

2. Set the clock to 12:00. Slowly move the longer

hand of the clock to number 12. As you move
the longer hand of the clock to number 12,
observe the shorter hand. What time is it
upon completing one rotation? How many
minutes passed when the smaller hand
reached 1?

3. How many hours do you think will comprise a day?

Picture Source:
[Link]
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HEB5Qtwp Y71Ng0l9oAHAAeACAAUaIAfwGkgECMTSYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=98USZLbHMduw2roP-
tesqA4&bih=952&biw=1903&hl=en-US&safe=active&ssui=on#imgrc=uSkZV1Zxd7CAvM&imgdii=dAROYF8bPpFa7M

4. Use the calendar to answer the following questions.

a. Count the number of days from Monday to

Sunday. How many days are there in a week?
b. How many complete sets of Mondays to Sunday
are there in a month? How many weeks are there in
a month?
c. Starting with January as the 1st month, how
many months are there in a year?

Activity 3: Matching Card Game

For the past years, you have learned how to read and write time with
a.m. and p.m. using analog and digital clocks .In this activity, you will
learn how to convert a measure of time.
What to prepare: Write each of the units on a piece of cardboard and its equivalent
on another cardboard.

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60 seconds = 1 minute 30 days = 1 month

60 minutes = 1 hour 52 weeks = 1 year
24 hours = 1 day 12 months = 1 year
7 days = 1 week 1 year = 365 days / 366 Leap year
4 weeks = 1 month

Directions: Each learner will be given a piece of cardboard to be matched with

his/her classmate. Each matched pair will stand together and explain the
equivalent conversion for time.

ACTIVITY 4: Which is which – A, B, C, or D?

What to prepare:
● flashcards or a slide deck with the corresponding questions that can be
shown in front of the class
● cards or sheets of paper with an option (A, B, C, or D)
written/printed on them to be posted around the classroom
● simple prizes for the winners

Directions: In this activity, learners will convert the given measure of time
flashed by the teacher. They are to choose the correct answer from the given
options, A, B, C, or D. Each option has a designated corner of the classroom. To
answer, learners must go to the corner which corresponds to their letter of
choice. Those who choose the wrong answer will be eliminated. Prizes will be
given to the winners.
Convert the following time measurements.
1. 3 hours = minutes
A. 60 B. 120 C. 180 D. 240
2. 2 minutes = seconds
A. 30 B. 60 C. 120 D. 180
3. 120 seconds = minutes
A. 2 B. 3 C. 4 D. 5

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4. 240 minutes = hours

A. 2 B. 3 C. 4 D. 5
5. 4 hours = seconds
A. 120 B. 240 C. 960 D. 14,400
6. 12 weeks = days
A. 84 B. 96 C. 108 D. 120
7. 5 months = days
A. 120 B. 150 C. 180 D. 210

8. 9 years = months
A. 72 B. 84 C. 96 D. 108
9. 60 months = years
A. 3 B. 4 C. 5 D. 6
10. 4 years = days
A. 1,360 B. 1,460 C. 1,560 D. 1,660

ACTIVITY 5
What to do: Role Playing on “Weather Updates” (please include illustration)

Reference:
[Link]

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How to do it:
1. Divide the learners into two groups.
2. Each group is tasked to portray a news program providing weather updates.
3. Emphasize to the learners that they must integrate measures of date and
time in delivering their weather forecast.
4. Guide the learners in the task to be performed following weather updates.
5. Give them enough time for the completion of the task.
6. Have the students perform the required task.
7. Give appropriate feedback on their performance. Highlight the
strengths of their role play. Provide correction as needed and
mention points for improvement.

CRITERIA

The learners’ activity will be rated based on the following criteria:

● Originality 20%
● Creativity 30%
● Relevance to the Topic 30%
● Presentation 20%
Total 100%

SUGGESTED ASSESSMENT STRATEGIES

I. Solve the problems and give the complete answer to

the questions.

I do:
Marvin studied for 2 hours and 30 minutes. He started studying at 5:30
p.m., at what time will he finish? Convert the time spent studying to
minutes?
Adding two hours and 30 minutes to 5:30 p.m. is 8:00 p.m.

Converting 2 hours to minutes is: 2 x 60 = 120 minutes

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120 minutes + 30 minutes = 150 minutes

Therefore, Marvin finished at 8:00 p.m. and it took him 150 minutes.

We do:
Julius, my cousin exercises daily for 54,000 seconds in the gym near his
house. How many minutes does he spend daily?

Let’s solve:
Step 1: What is given? 54,000 seconds - time spent in exercising
How many seconds are there in 1 minute?

60 seconds =1 minute

Step 2: What operation is involved? division

54,000 divided by 60 = 90 minutes
Answer: 90 minutes is the daily exercise of Julius

You do:
My mother was born in 1975. How old will she be this year 2023? What
is her age in months?
Given: _____________________________________

Operation to be used: ___________________________

Solution: ___________________________________

Answer: _________________________________

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II. Paper & Pencil test

Direction: Complete the table using what you have learned about time conversion.

5 days hours minutes seconds

days weeks months 2 years

15 months weeks days hours

seconds 1440 minutes hours days

years months 144 weeks days

II. Cooperative Learning: Group activity

Direction: Make a song about time conversion using any common tunes.

WHAT TO DO?
Learners will be grouped into five. They will work as a group and collaborate
with each other to compose a song involving words associated with time
conversion using any common tune. After 15 minutes, the group will present
their output.

HOW TO DO IT?
The learners’ output will be rated based on the following criteria:
● Originality 20%
● Creativity 30%
● Relevance to the Topic 30%
● Presentation 20%
Total 100%

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OTHER SUGGESTED ACTIVITIES

1. Watch Me

Draw a big clock on the floor with

dry erase markers. Ask a learner to
pose in an assigned time. Other
members of the class will record the
time. Ask one to tell the answer and
check.

2. Conversion Dice
● The teacher will make two (2) improvised dice big enough to be seen by
class with the following labels: second, minute, hour, day, week, month.
● The teacher will assign learners to roll the dice and take note of the unit
in the label to be converted then, assigned a number to go with the
label/unit
● The assigned learner will roll the dice once more to determine the
unit of time to be converted.
● The teacher will give ample time for the learners to convert. The first to
answer correctly will be given a prize.

3. Online Math Activity - Converting Units of Time

Students will practice converting days to weeks, hours to days, minutes to
hours, and so on in this digital math game. Here are a few sample math questions
your students may be expected to answer in this telling time activity:
● "Drag and drop the symbol that makes the number sentence true. 300
minutes is [greater than, less than, or equal to] 3 hours."
● "Dayton's baby sister is six weeks old. How many days are in six weeks?"
● "Convert from minutes to hours. [Blank] minutes equals 9 hours."
● "How many minutes are in 2 hours?"
● "Cyrus slept for eight hours last night. How many minutes are
in eight hours?"
Source: [Link]
[Link]

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PROFESSIONAL DEVELOPMENT PLAN

After exploring this module, we hope you have a better appreciation

of this indicator. Spend some time to reflect on your professional
performance and think of ways to further enhance your knowledge, skills,
and attitudes on this indicator. Fill in the personal action plan below.

STRENGTHS DEVELOPMENT ACTION TIMELINE RESOURCE

What are NEEDS PLAN When will NEEDED
the skills What are the What can you you What
you are skills you need recommend implement assistance/
good at? to improve? for your your plan? resources do
development you need to
intervention? implement
the plan?

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Resource Library

• PPST Resource Package Module 2

• [Link]
A0
• [Link]
• [Link]
[Link]
• [Link]
2027386/
• [Link]
content/uploads/2020/12/Telling-The-Time-
[Link]

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