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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 60min Grade 3

Lesson: 16.4: Subtracting 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 subtract time without - Be able to subtract time without regrouping
regrouping? - Be able to subtract time with regrouping.
- How do we subtract time with regrouping?
- What do we mean by regrouping?
- How do we subtract the minutes?
- How do we subtract hours?

Time Instructional Procedures and Strategies

Beginning the Lesson
- Review the previous lesson by asking students to share with their numbers what they did
10min during the weekend and tell them to include the time they did that activity and for how
long. Ask some students to share with the whole class.

Developing the Lesson

- Subtract without regrouping: Read together a problem with the students and explain to
them how to solve it by showing them the steps involved. Mr. Jackson takes 2hours and
25min 15minutes to paint his bedroom. He takes 1hour and 5minutes to paint his dining room.
How longer does he take to paint the bedroom than the dining room?
. step 1: subtract the hours 2h-1h=1h
. step 2: subtract the minutes15min-5min=10min
Let’s try this:
1. 8h and 45min-3h and 20min
2. 10h and 30min-5h and 10min
- Subtract with regrouping: Have students read the problem together on the power point
and work at solving the problem together. Explain the steps involved. Kyle bikes for
4hours and 30 minutes. Joey bikes for 2hours and 50minutes. How much longer does
Kyle bike than Joey?
. Step 1: First you need to subtract the minutes, however we cannot subtract 50min form
30min, so we need to regroup 4hours and 30min before you subtract.
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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 60min Grade 3

. Step 2: subtract 3hours 90min-2h and 50min

. Step 3: subtract hours first and then minutes and then put them together.
. Let’s try:
1) 3h and 20min- 2h and 80min
2) 8h and 25min-7h and 85min
Game time!
The class will be divided into groups of 4, each student will write a problem and all problems
15min will go into a bag. One player will come and pick out one problem and solve it and each player
has 30s to complete solving the problem. The whole group will check the answer and if it is
correct that player gets 5points and the winner will be the one who has the most points.

Closing the Lesson

- Review the lesson by reminding the students that we have learnt about subtracting hours
and minutes with regrouping and without regrouping. Emphasis that when we are
regrouping we only regroup when the minutes in the minuend are less than subtrahend.
10min - Lastly sing the time song. https://www.youtube.com/watch?v=g6tJAy_7AL4

Formative Assessment Differentiation

- Practice exercises given within the lesson
and students will be given some numbers at
the end of the lesson to try out from their
workbook.
Resources
- Stripped papers for each student ( 18)
- A bag for each group of students (5)
- Visual students will be reached through
power point and writing on the board.
- The group activity or game will help those
who are kinesthetic.
- Auditory students will be reached through
the lecture.

Evaluation and Reflection

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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 60min 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?