Objectives (5 - 10 minutes)

1. Teach students how to measure time properly, using the units of hours, minutes, and seconds, and how to convert between these units.

2. Develop students' ability to read and interpret analog and digital clocks, and to use this skill to measure and convert time.

3. Foster students' understanding of the cyclical nature of time, and how this is reflected in the functioning of clocks, both analog and digital.

The teacher should start the lesson by establishing these learning objectives, explaining why they are important for children's daily lives. This can be done through practical examples, such as the importance of knowing how long it takes to get ready for school, to do household chores, or to play. Additionally, the teacher should assess students' prior knowledge of time by asking them what they already know about the subject and if they have had any practical experience with time measurement.

Introduction (10 - 15 minutes)

1. Review of concepts: The teacher should start the lesson by reviewing two fundamental mathematical concepts: counting and addition. This can be done by proposing simple problems that students can mentally solve, such as: 'If it is now 2 o'clock and the game starts in 1 hour, what time will it be when the game starts?' or 'If it is now 3 o'clock and school ends in 2 hours, what time will it be when school ends?'. These problems should help reinforce the idea that time is a quantity that can be counted and added.

2. Problem situations: The teacher should then present two situations that may be familiar to students. The first is the situation of having to wake up early to go to school: 'How many hours, minutes, and seconds do you think it takes to get ready for school in the morning?'. The second is the situation of having to wait for something, like a bus or the start of a TV program: 'How long do you think you wait for a bus or for the start of a TV program?'.

3. Contextualization: To make the lesson more interesting and relevant to students, the teacher should explain that time measurement is a very important skill in everyday life. Examples can be given of how time is used in different situations, such as scheduling classes and activities at school, preparing meals at home, or organizing events and celebrations.

4. Introduction of the topic: The teacher should then introduce the topic of the lesson, time conversion. This can be done by explaining that just as we learn to count and add to measure time, we also need to learn to convert between the different units of time - hours, minutes, and seconds - in order to measure time more accurately and efficiently. The teacher can show an analog clock and a digital clock, and explain that each one uses a different way to show time, but that we can convert between the two methods.

5. Engaging students' attention: To capture students' attention, the teacher can tell the story of how time measurement has evolved throughout history. It can be mentioned that, in the past, people used the sun and shadows to measure time, and that later they began to use water and sand in devices called clepsydras. The teacher can then show a sundial and an hourglass, and explain how they work. This should help spark students' curiosity and prepare them for the practical activity that will follow.

Development (20 - 25 minutes)

During this stage, the teacher will propose practical activities involving time conversion. The goal is for students to apply the theoretical knowledge acquired and develop the ability to measure time and convert between hours, minutes, and seconds. Two activities are suggested, which can be carried out in the classroom or in small groups, depending on the number of students and available resources. The teacher should choose the one that best suits their class.

Activity 1: Time Treasure Hunt

1. Materials: For this activity, analog and digital clocks, colored cards with written times (for example, '1 hour', '30 minutes', '15 seconds'), and a large space for the treasure hunt (patio, classroom, etc.) will be needed.

2. Organization: The teacher divides the class into groups of 4 to 5 students. Each group receives a set of colored cards and a list of clues, which contain times expressed in different units (hours, minutes, seconds).

3. Development: The groups must 'hunt' for the cards that correspond to the given clues. For example, the clue may say 'Find the card that represents 45 minutes'. The group must then look for the card that represents 45 minutes and place it next to the corresponding clue.

4. Time conversion: After finding all the cards, the groups must work together to convert the times. For example, if they have a card with 30 minutes and another with 15 minutes, they must add the two to get 45 minutes.

5. Conclusion: The group that correctly converts all the times first wins the activity. After the treasure hunt, the teacher should lead a group discussion about the strategies used to convert time and what the biggest difficulties encountered were.

Activity 2: Around the World in 80 Seconds

1. Materials: A large sheet of paper, colored pens, and a globe or world map.

2. Organization: The teacher divides the class into groups of 4 to 5 students. Each group receives a list of destinations around the world, with the travel time expressed in seconds.

3. Development: The groups must draw the travel trajectory on the paper, marking each destination. After that, they must calculate the total travel time by converting the times from seconds to minutes and hours.

4. Time conversion: To convert the time, students can use a conversion table or do it mentally, depending on the class's skill level. For example, if the travel time to a destination is 120 seconds, the group must convert this to 2 minutes.

5. Conclusion: The group that manages to draw the travel trajectory and correctly calculate the total travel time wins the activity. After the activity, the teacher should lead a group discussion about the strategies used to convert time and what the biggest difficulties encountered were.

The teacher should choose the activity they consider most suitable for their class and the available resources. The activities should be carried out in a playful and collaborative manner, in order to maintain students' interest and stimulate interaction among them. At the end, the teacher should review the important concepts covered during the activities and reinforce the importance of the skill of time conversion in daily life.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher should gather all students in a large circle and start a group discussion. They should ask each group how they solved the activities and what their strategies were for converting time. Students should be encouraged to share their experiences, mistakes, and successes. The teacher should reinforce the idea that everyone has something valuable to contribute and that mistakes are part of the learning process. They should also highlight the most efficient and correct strategies that students used, reinforcing the important concepts that were learned.

2. Connection with Theory: Next, the teacher should review the theoretical concepts covered in the lesson and make the connection with the practical activities. For example, they can ask: 'How did you convert time in the treasure hunt activity?'. Students should be encouraged to explain using their own terms, demonstrating that they understood the concept. The teacher can then reinforce the idea, explaining again if necessary, and using simple and contextualized examples.

3. Reflection: To conclude the lesson, the teacher should propose that students reflect on what they have learned. They can ask two simple questions to guide the reflection:

   • 'What was the most interesting thing you learned today about time and how to measure time?'
   • 'How do you think you can use what you learned today in your daily life?'

4. Feedback: The teacher should listen attentively to students' responses and, if appropriate, praise each one's effort and participation. They can also provide constructive feedback to help students improve their critical thinking and problem-solving skills. It is important for the teacher to provide clear and specific feedback, highlighting strengths and areas that need improvement. This will help students understand what they are doing right and identify where they can improve.

5. Closing: To conclude the lesson, the teacher should reaffirm the main points learned, thank everyone for their participation, and express their expectation that students apply what they have learned in their daily lives. They can also suggest additional study materials, such as online games or time conversion exercises, so that students can practice at home.

Conclusion (5 - 10 minutes)

1. Recapitulation: The teacher should start the conclusion of the lesson by summarizing the main points covered. They should review the importance of measuring time and the different units of time - hours, minutes, and seconds - and how to convert between them. This can be done through questions to the students, such as: 'Who can tell me a way to convert hours to minutes?' or 'Who can tell me a way to convert minutes to seconds?'. This should help reinforce the concepts learned and solidify students' knowledge on the subject.

2. Connection between theory and practice: The teacher should then explain how the lesson connected theory and practice. They can say: 'Today, we learned about time conversion theoretically, discussed why it is important and how we can use it in daily life. Then, we applied this knowledge in practical activities, where we could see the theory in action. This helped us understand the theory in a more practical and meaningful way.'

3. Additional materials: The teacher can suggest some additional materials for students to deepen what they have learned. They can recommend educational websites with interactive games on time conversion, such as Tynker's 'Hour and a Half', or children's books that address the concept of time, such as Etan Boritzer's 'What is Time?'. They can also suggest that students practice time conversion at home, for example, by measuring how long it takes to perform different daily tasks, such as brushing teeth, having breakfast, or doing homework.

4. Importance of the subject: Finally, the teacher should reinforce the importance of the skill of measuring and converting time. They can say: 'Now that we know how to measure and convert time, we can use this skill to better organize ourselves, to fulfill our commitments, and to have more control over our daily lives. In addition, time measurement is an important skill in many areas of life, not only in mathematics, but also in science, history, and even in music and sports.'.

5. Closing: To conclude, the teacher should thank the students for their participation, reinforce that everyone is capable of learning and mastering mathematics, and express their excitement for the upcoming lessons. They can say: 'Remember, mathematics is a skill that we can all learn and improve. So keep practicing, asking questions, and exploring the world of mathematics. See you in the next lesson!'.