Time Measurement ; Calendar, date Primary 4 Third Term Lesson Notes  Mathematics Week 5

Subject : Mathematics

Class :Primary 4

Term :Third Term

Week :Week 5

Lesson Plan: Understanding Time Measurement and Reading Clocks

Grade Level: Primary 4 Subject: Mathematics Duration: 45 minutes

 

Learning Objectives:

1. Students will understand the purpose of time measurement and its relevance in daily life.
2. Students will be able to read and interpret the time on analog and digital clocks.
3. Students will learn to identify the hour, minute, and second hands on clocks accurately.
4. Students will practice converting hours to minutes and seconds, and vice versa.

 

Embedded Core Skills:

 

Critical thinking: Analyzing and interpreting the relationship between different units of time.

Communication: Expressing ideas and concepts related to time measurement.

Problem-solving: Applying conversion techniques to solve time-related problems.

Learning Materials:

1. Analog clocks
2. Digital clocks
3. Worksheets for time conversion exercises
4. Whiteboard or chalkboard and markers/chalk
5. Rhyme posters for time concepts
6. Evaluation sheets for assessment

 

 

Content

Good morning, class! Today, we’re going to learn about time measurement, specifically the calendar and how we use it to determine the date. Are you ready? Let’s get started!

The calendar is a very important tool that helps us keep track of days, weeks, months, and years. It helps us organize our lives and plan for special events and activities. In our everyday lives, we often use calendars to know what day it is, what month we’re in, and what year it is.

Now, let’s talk about the different parts of a calendar. The calendar is divided into different sections. The biggest division is the year. We use the year to know which period of time we are in. For example, the current year is 2023.

Next, we have months. A year is divided into 12 months. Each month has a different name and a different number of days. The months are January, February, March, April, May, June, July, August, September, October, November, and December. Can anyone tell me how many months are there in a year?

Student: Twelve months!

That’s right! We have twelve months in a year. Now, let’s move on to the days of the month. Each month has a different number of days. Some months have 30 days, while others have 31 days. But February is a bit different. It usually has 28 days, but in a leap year, like this year, it has 29 days. Do you know what a leap year is?

Student: A leap year is when there are 366 days instead of 365 days.

Great job! A leap year occurs every four years to keep our calendar in sync with the Earth’s orbit around the sun.

Now, let’s learn how to write the date properly. When we write the date, we usually start with the day, followed by the month, and then the year. For example, if today is the 16th of June, 2023, we would write it as 16th June 2023.

We can also use abbreviations to represent the months. For instance, we can write January as Jan., February as Feb., March as Mar., and so on.

Remember, it’s important to know the current date because it helps us plan our activities and appointments. You can use a calendar at home or in school to keep track of the date, mark important events, and even count down to special occasions.

Now, let’s do a quick activity. I’ll call out some dates, and I want you to write them down correctly. Are you ready?

Class: Yes!

Great! Here’s the first date: 8th September 2023.

Take a moment to write it down, and then we’ll go over it together.

(Provide some practice dates and check the students’ answers as you go along)

That was fantastic, everyone! You did a wonderful job understanding and writing the dates correctly.

Understanding the calendar and being able to read and write dates is an important life skill. So keep practicing and using calendars to stay organized and be aware of the date.

Well done, class! I hope you enjoyed learning about the calendar and dates today. Keep up the great work, and I’ll see you next time!

[mediator_tech]

Evaluation

1. The current year is ___________.
a) 2022
b) 2024
c) 2023
d) 2021

2. How many months are there in a year?
a) 10
b) 12
c) 6
d) 8

3. February has __________ days in a regular year.
a) 30
b) 29
c) 31
d) 28

4. The abbreviation for the month of March is __________.
a) Mar.
b) Mon.
c) May.
d) Max.

5. July is the __________ month of the year.
a) seventh
b) eighth
c) tenth
d) twelfth

6. The date 25th December is celebrated as __________.
a) Halloween
b) Christmas
c) Easter
d) New Year’s Day

7. A leap year has __________ days.
a) 365
b) 360
c) 366
d) 350

8. The date that comes after 31st March is __________.
a) 1st April
b) 2nd April
c) 30th March
d) 1st May

9. The month that comes before July is __________.
a) June
b) August
c) September
d) October

10. Today’s date is 16th __________.
a) April
b) June
c) March
d) May

 

 

 

Good morning, class! Today, we’re going to discuss the purpose of time and learn how to identify the second, minute, and hour hands of both digital and analog clocks. Are you ready? Let’s get started!

 

First, let’s talk about the purpose of time. Time is a fundamental concept that helps us measure and organize our daily activities. It helps us know when to wake up, when to go to school, when to eat, and when to play. Time allows us to plan and coordinate events, appointments, and schedules. It helps us understand the sequence of events and how things change over time.

 

Now, let’s move on to clocks. There are two types of clocks we’ll discuss: digital clocks and analog clocks.

 

1. Digital Clocks:

Digital clocks display time using numbers. They have a digital display with digits that represent the hours, minutes, and sometimes even the seconds. The time on a digital clock is usually shown in a 24-hour format or a 12-hour format with AM and PM indicators.

 

2. Analog Clocks:

Analog clocks have a circular face with hour, minute, and second hands. The hour hand is the shortest and thickest hand, the minute hand is longer and thinner, and the second hand is the longest and thinnest.

 

To identify the hands of an analog clock, follow these guidelines:

 

– The hour hand points to the hour. Look for the shorter, thicker hand. For example, if it’s pointing at the number 3, it means it’s 3 o’clock.

 

– The minute hand points to the minutes. Look for the longer, thinner hand. If it’s pointing at the number 6, it means it’s 30 minutes past the hour.

 

– The second hand indicates the seconds. It’s the longest and thinnest hand on the clock. It moves continuously around the clock, ticking off each second.

 

Remember, the hour hand shows the hour, the minute hand shows the minutes, and the second hand shows the seconds.

 

Now, let’s practice identifying the hands of both digital and analog clocks. I’ll describe a time, and you tell me which hands of the clock represent that time. Are you ready?

 

Class: Yes!

 

Great! Let’s start with a digital clock time. If I say it’s 8:45 AM, which digits on a digital clock represent the hour and the minutes?

 

Student: The digit 8 represents the hour, and 45 represents the minutes.

 

Correct! Now, let’s move on to an analog clock. If I say it’s 6:30, which hands of the analog clock represent the hour and the minutes?

 

Student: The shorter, thicker hand points to 6, representing the hour. The longer, thinner hand points to 6, representing the 30 minutes.

 

Excellent! You’re doing a fantastic job!

 

Understanding how to read and identify the hands of a clock, whether it’s digital or analog, is an important skill. It helps us stay organized, manage our time effectively, and be punctual for our daily activities.

 

Well done, class! I hope you enjoyed learning about the purpose of time and how to identify the hands of a clock. Keep practicing and observing different clocks to improve your time-telling skills.

[mediator_tech]

Great job, everyone! I’ll see you next time.

 

How to read, interpret, and calculate time on daily, weekly, and monthly activities

Good morning, class! Today, we’re going to learn about how to read, interpret, and calculate time on daily, weekly, and monthly activities. We will also recite the rhymes that help us understand the relationship between seconds and minutes. Are you ready? Let’s get started!

Time is an essential part of our lives. It helps us know when things happen, how long they take, and how to plan our activities. We measure time using different units such as seconds, minutes, hours, days, weeks, and months. Today, we will focus on seconds and minutes.

To understand the relationship between seconds and minutes, we can recite a rhyme. It goes like this: “60 seconds make 1 minute.” Let’s say it together, class!

Class: “60 seconds make 1 minute.”

Great job! Now, let’s break it down. We have 60 seconds in 1 minute. That means if we count from 1 to 60, we will have completed 1 minute.

Now, let’s practice reading and interpreting time on different activities. We’ll start with daily activities. Imagine you wake up at 7:30 AM. The “AM” stands for “ante meridiem” or “before noon.” So, 7:30 AM is in the morning. Can anyone tell me what time it is if you wake up at 7:30 AM?

Student: It’s 7:30 in the morning.

Correct! Now, let’s move on to weekly activities. If we say something happens every Monday, it means it happens once every week on that specific day. For example, if you have swimming lessons every Monday, it means you go swimming once every week on Mondays.

Lastly, let’s discuss monthly activities. Imagine you have a library visit on the third Friday of every month. That means you visit the library once every month on the third Friday. It’s important to keep track of the date and know which day of the week it falls on.

Now, let’s do some calculations with time. Remember our rhyme: “60 seconds make 1 minute.” If we want to calculate how many seconds are in 5 minutes, we can use multiplication. Since 1 minute has 60 seconds, we can multiply 5 minutes by 60 seconds.

5 minutes x 60 seconds = 300 seconds

So, there are 300 seconds in 5 minutes. We can use similar calculations to convert minutes to seconds or vice versa.

Understanding how to read, interpret, and calculate time is an important skill. It helps us plan our activities, be punctual, and manage our schedules effectively.

Well done, class! I hope you enjoyed learning about reading, interpreting, and calculating time. Remember the rhyme: “60 seconds make 1 minute.” Keep practicing and applying your time skills in daily life.

Great job, everyone! I’ll see you next time.

 

 

 

The purpose of time. How to identify the second, minute and hour hands of a clock (Digital and Analog)

Good morning, class! Today, we’re going to discuss the purpose of time and learn how to identify the second, minute, and hour hands of both digital and analog clocks. Are you ready? Let’s get started!

Time is a fundamental concept that helps us measure and organize our daily activities. It helps us know when to wake up, when to go to school, when to eat, and when to play. Time allows us to plan and coordinate events, appointments, and schedules. It helps us understand the sequence of events and how things change over time.

Now, let’s move on to clocks. There are two types of clocks we’ll discuss: digital clocks and analog clocks.

1. Digital Clocks:
Digital clocks display time using numbers. They have a digital display with digits that represent the hours, minutes, and sometimes even the seconds. The time on a digital clock is usually shown in a 24-hour format or a 12-hour format with AM and PM indicators.

2. Analog Clocks:
Analog clocks have a circular face with hour, minute, and second hands. The hour hand is the shortest and thickest hand, the minute hand is longer and thinner, and the second hand is the longest and thinnest.

To identify the hands of an analog clock, follow these guidelines:

– The hour hand points to the hour. Look for the shorter, thicker hand. For example, if it’s pointing at the number 3, it means it’s 3 o’clock.

– The minute hand points to the minutes. Look for the longer, thinner hand. If it’s pointing at the number 6, it means it’s 30 minutes past the hour.

– The second hand indicates the seconds. It’s the longest and thinnest hand on the clock. It moves continuously around the clock, ticking off each second.

Now, let’s practice identifying the hands of both digital and analog clocks. I’ll describe a time, and you tell me which hands of the clock represent that time. Are you ready?

Class: Yes!

Great! Let’s start with a digital clock time. If I say it’s 8:45 AM, which digits on a digital clock represent the hour and the minutes?

Student: The digit 8 represents the hour, and 45 represents the minutes.

Correct! Now, let’s move on to an analog clock. If I say it’s 6:30, which hands of the analog clock represent the hour and the minutes?

Student: The shorter, thicker hand points to 6, representing the hour. The longer, thinner hand points to 6, representing the 30 minutes.

Excellent! You’re doing a fantastic job!

Understanding how to read and identify the hands of a clock, whether it’s digital or analog, is an important skill. It helps us stay organized, manage our time effectively, and be punctual for our daily activities.

Well done, class! I hope you enjoyed learning about the purpose of time and how to identify the hands of a clock. Keep practicing and observing different clocks to improve your time-telling skills.

Great job, everyone! I’ll see you next time.

[mediator_tech]

Conversion of hours to minutes and seconds and vice versa

Certainly! Let’s discuss the conversion of hours to minutes and seconds, as well as the conversion of minutes and seconds to hours. Understanding these conversions will help you work with different units of time effectively.

1. Conversion of Hours to Minutes:
– There are 60 minutes in 1 hour. So, to convert hours to minutes, multiply the number of hours by 60.
– For example, if we have 3 hours, the conversion would be: 3 hours × 60 minutes/hour = 180 minutes.

2. Conversion of Hours to Seconds:
– There are 3,600 seconds in 1 hour. So, to convert hours to seconds, multiply the number of hours by 3,600.
– For example, if we have 2 hours, the conversion would be: 2 hours × 3,600 seconds/hour = 7,200 seconds.

3. Conversion of Minutes to Hours:
– To convert minutes to hours, divide the number of minutes by 60.
– For example, if we have 120 minutes, the conversion would be: 120 minutes ÷ 60 minutes/hour = 2 hours.

4. Conversion of Minutes to Seconds:
– There are 60 seconds in 1 minute. So, to convert minutes to seconds, multiply the number of minutes by 60.
– For example, if we have 45 minutes, the conversion would be: 45 minutes × 60 seconds/minute = 2,700 seconds.

5. Conversion of Seconds to Hours:
– To convert seconds to hours, divide the number of seconds by 3,600.
– For example, if we have 10,800 seconds, the conversion would be: 10,800 seconds ÷ 3,600 seconds/hour = 3 hours.

6. Conversion of Seconds to Minutes:
– There are 60 seconds in 1 minute. So, to convert seconds to minutes, divide the number of seconds by 60.
– For example, if we have 900 seconds, the conversion would be: 900 seconds ÷ 60 seconds/minute = 15 minutes.

Remember, when converting between different units of time, it’s important to keep track of the units and use the correct conversion factors.

Practice these conversions using different examples, and you’ll become more comfortable with converting hours to minutes and seconds, as well as converting minutes and seconds to hours.

Great job, class! Understanding how to convert between hours, minutes, and seconds will help you work with time more efficiently. Keep practicing, and you’ll become experts in time conversions.

Well done, everyone! I’ll see you next time.

 

 

Evaluation

1. There are __________ minutes in 2 hours.
a) 30
b) 60
c) 120
d) 180

2. To convert 4 hours to minutes, you multiply by __________.
a) 4
b) 60
c) 240
d) 360

3. If you have 180 minutes, the equivalent in hours is __________.
a) 2
b) 3
c) 4
d) 5

4. There are __________ seconds in 3 hours.
a) 360
b) 600
c) 1800
d) 10800

5. To convert 240 minutes to hours, you divide by __________.
a) 4
b) 6
c) 24
d) 60

6. If you have 7200 seconds, the equivalent in hours is __________.
a) 1
b) 2
c) 3
d) 4

7. There are __________ minutes in 90 seconds.
a) 0.5
b) 1.5
c) 2.5
d) 3.5

8. To convert 45 minutes to seconds, you multiply by __________.
a) 30
b) 45
c) 60
d) 75

9. If you have 360 seconds, the equivalent in minutes is __________.
a) 3
b) 4
c) 5
d) 6

10. There are __________ hours in 6000 seconds.
a) 0.5
b) 1.5
c) 2.5
d) 3.5

[mediator_tech]

Ante meridiem” (AM) and “Post meridiem

Actually, the correct terms are “ante meridiem” (AM) and “post meridiem” (PM). Let me explain them to you.

AM and PM are abbreviations used to differentiate between the two halves of the 24-hour day. The 24-hour day is divided into two periods: the period from midnight (12:00 AM) to noon (11:59 AM) is referred to as “ante meridiem” or “before midday,” and the period from noon (12:00 PM) to midnight (11:59 PM) is referred to as “post meridiem” or “after midday.”

Here’s a breakdown of AM and PM:

1. Ante Meridiem (AM):
– AM refers to the time period from midnight (12:00 AM) to noon (11:59 AM).
– The Latin term “ante meridiem” means “before midday.”
– In the 12-hour clock system, AM hours are represented with two digits from 12:00 AM to 11:59 AM.
– For example, 8:30 AM means 8 hours and 30 minutes in the morning.

2. Post Meridiem (PM):
– PM refers to the time period from noon (12:00 PM) to midnight (11:59 PM).
– The Latin term “post meridiem” means “after midday.”
– In the 12-hour clock system, PM hours are represented with two digits from 12:00 PM to 11:59 PM.
– However, to avoid confusion between the hour 12 in the afternoon and midnight, “12:00 PM” is often written as “12:00 noon,” and “12:00 AM” as “12:00 midnight.”

It’s important to understand the difference between AM and PM to correctly interpret and communicate time. For example, if an event is scheduled for 3:00 PM, it would be in the afternoon, while if an event is scheduled for 3:00 AM, it would be in the early hours of the morning.

Remember, AM refers to the time before noon, and PM refers to the time after noon until midnight. Paying attention to AM and PM helps us schedule our daily activities and appointments effectively.

I hope this explanation clarifies the meaning of AM and PM for you. If you have any further questions, feel free to ask!

 

Evaluation

1. AM stands for __________.
a) After Midday
b) Around Midnight
c) Ante Meridiem
d) After Midnight

2. PM stands for __________.
a) Pre-Midday
b) Post Midnight
c) Post Meridiem
d) Pre Meridiem

3. AM refers to the time period __________.
a) after noon
b) after midnight
c) before midday
d) before midnight

4. PM refers to the time period __________.
a) after midday
b) after midnight
c) before noon
d) before midnight

5. 10:30 AM represents __________.
a) 10:30 in the morning
b) 10:30 in the evening
c) 10:30 at noon
d) 10:30 at midnight

6. 5:45 PM represents __________.
a) 5:45 at noon
b) 5:45 in the morning
c) 5:45 in the evening
d) 5:45 at midnight

7. AM hours are represented from __________.
a) 12:00 AM to 11:59 AM
b) 12:00 AM to 11:59 PM
c) 12:00 PM to 11:59 PM
d) 12:00 PM to 11:59 AM

8. PM hours are represented from __________.
a) 12:00 AM to 11:59 AM
b) 12:00 PM to 11:59 PM
c) 12:00 AM to 11:59 PM
d) 12:00 PM to 11:59 AM

9. 12:00 noon is usually represented as __________.
a) 12:00 AM
b) 12:00 PM
c) 12:00 midday
d) 12:00 night

10. 12:00 midnight is usually represented as __________.
a) 12:00 AM
b) 12:00 PM
c) 12:00 midday
d) 12:00 night

 

 

[mediator_tech]

Lesson Plan: Understanding Time Measurement and Reading Clocks

Grade Level: Primary 4
Subject: Mathematics
Duration: 45 minutes

Learning Objectives:
1. Students will understand the purpose of time measurement and its relevance in daily life.
2. Students will be able to read and interpret the time on analog and digital clocks.
3. Students will learn to identify the hour, minute, and second hands on clocks accurately.
4. Students will practice converting hours to minutes and seconds, and vice versa.

Embedded Core Skills:
1. Critical thinking: Analyzing and interpreting the relationship between different units of time.
2. Communication: Expressing ideas and concepts related to time measurement.
3. Problem-solving: Applying conversion techniques to solve time-related problems.

Learning Materials:
1. Analog clocks
2. Digital clocks
3. Worksheets for time conversion exercises
4. Whiteboard or chalkboard and markers/chalk
5. Rhyme posters for time concepts
6. Evaluation sheets for assessment

Presentation:

Introduction (5 minutes):
1. Greet the students and introduce the topic of time measurement.
2. Engage students with a discussion on the importance of time in their daily lives.
3. Present the learning objectives for the lesson.

Teacher’s Activities:
1. Explain the purpose of time and how it helps us organize our activities and schedules.
2. Introduce the concept of analog and digital clocks.
3. Teach the students how to read and interpret the hour, minute, and second hands on analog clocks.
4. Demonstrate how to read time on digital clocks and understand the 24-hour and 12-hour formats.
5. Share the rhyme “60 seconds make 1 minute” to reinforce the relationship between seconds and minutes.

Learners’ Activities:
1. Observe and participate in the discussion on the purpose of time.
2. Identify and discuss the different parts of analog and digital clocks.
3. Practice reading and interpreting the time on analog clocks through guided examples.
4. Engage in a hands-on activity to read and interpret the time on digital clocks.
5. Recite the rhyme together to reinforce the concept of seconds and minutes.

Assessment:
1. Distribute worksheets for time conversion exercises.
2. Monitor and assist students as they work on the exercises.
3. Use evaluation sheets to assess individual student understanding and progress.

Evaluation Questions:
1. How many seconds are there in 2 minutes? (Answer: c) 120)
2. Convert 3 hours into minutes. (Answer: a) 180)
3. If it’s 8:30 AM, what time is it in 12-hour format? (Answer: b) 8:30 AM)
4. What is the purpose of time measurement? (Answer: a) To organize and plan our activities)
5. Identify the minute hand on an analog clock. (Answer: c) The longer, thinner hand)
6. How many hours are there in 180 minutes? (Answer: d) 3)
7. If it’s 5:45 PM, what time is it in 24-hour format? (Answer: a) 17:45)
8. What does AM stand for? (Answer: c) Ante Meridiem)
9. Convert 240 seconds into minutes. (Answer: c) 4)
10. Explain the difference between analog and digital clocks. (Answer: Open-ended)

Conclusion (2 minutes):
1. Recap the key points discussed during the lesson.
2. Emphasize the importance of understanding time measurement and reading clocks accurately.
3. Encourage students to practice time-telling skills in their daily lives.

Note: This lesson plan can be adapted and modified as per the specific needs and requirements of the classroom and students.

[mediator_tech]

 

Learning Objectives:
1. Students will understand the purpose of time measurement and its relevance in daily life.
2. Students will be able to read and interpret time on both analog and digital clocks.
3. Students will practice converting between hours, minutes, and seconds.
4. Students will learn the rhyme “60 seconds make 1 minute” to reinforce the relationship between seconds and minutes.

Embedded Core Skills:
1. Critical thinking: Analyzing and interpreting the relationship between different units of time.
2. Communication: Expressing ideas and concepts related to time measurement.
3. Problem-solving: Applying conversion techniques to solve time-related problems.

Learning Materials:
1. Analog clocks
2. Digital clocks
3. Rhyme poster or chart displaying “60 seconds make 1 minute”
4. Whiteboard or chalkboard and markers/chalk

Introduction (5 minutes):
1. Greet the students and introduce the topic of time measurement and reading clocks.
2. Engage the students in a discussion about the importance of time in their daily lives.
3. Present the learning objectives for the lesson.

Teacher’s Activities:
1. Explain the purpose of time measurement and how it helps us in our daily activities.
2. Introduce analog and digital clocks and their differences.
3. Demonstrate how to read and interpret time on an analog clock, emphasizing the hour, minute, and second hands.
4. Teach the students the rhyme “60 seconds make 1 minute” and recite it together.
5. Explain the 24-hour and 12-hour time formats used in digital clocks.

Learners’ Activities:
1. Observe and actively participate in the discussion on the purpose of time measurement.
2. Identify the hour, minute, and second hands on analog clocks with guidance from the teacher.
3. Practice reading and interpreting time on analog clocks through guided examples.
4. Recite the rhyme together to reinforce the concept of seconds and minutes.
5. Observe and discuss the differences between analog and digital clocks.
6. Practice reading and interpreting time on digital clocks, including the 24-hour format.

Guided Practice (10 minutes):
1. Display an analog clock and ask individual students to identify the hour, minute, and second hands.
2. Provide examples of specific times and ask students to read and interpret the time on the clock.
3. Distribute worksheets with analog clocks and ask students to fill in the correct time based on given scenarios.
4. Provide guidance and support as students work on the worksheets.

Conversion Practice (15 minutes):
1. Introduce the concept of converting hours, minutes, and seconds.
2. Explain the conversion factors: 60 minutes in 1 hour and 60 seconds in 1 minute.
3. Demonstrate converting hours to minutes and minutes to seconds using simple examples.
4. Distribute conversion practice worksheets and ask students to convert between hours, minutes, and seconds.
5. Monitor and assist students as they work on the conversion exercises.

Assessment and Evaluation (5 minutes):
1. Ask students to complete ten evaluation questions related to the topics covered.
2. Collect and review the evaluation sheets to assess individual student understanding.
3. Provide feedback and address any misconceptions or areas needing further clarification.

Conclusion (2 minutes):
1. Recap the key points covered in the lesson, including the purpose of time measurement, reading analog and digital clocks, and converting between hours, minutes, and seconds.
2. Emphasize the importance of understanding and applying time measurement skills in daily life.
3. Encourage students to practice reading and interpreting time on clocks and to apply conversion techniques in real-life situations.

Homework (optional):
1. Assign a few practice questions related to reading time on analog and digital clocks or converting between units of time.
2. Remind students to continue practicing time Measurement

[mediator_tech]

 

 

1. There are __________ minutes in 3 hours.

a) 30

b) 180

c) 360

 

2. Convert 120 minutes to hours.

a) 2

b) 3

c) 4

 

3. If you have 7200 seconds, the equivalent in hours is __________.

a) 1

b) 2

c) 3

 

4. How many seconds are there in 5 minutes?

a) 30

b) 300

c) 500

 

5. Convert 4 hours to minutes.

a) 40

b) 240

c) 400

 

6. If you have 360 minutes, the equivalent in hours is __________.

a) 4

b) 5

c) 6

 

7. There are __________ hours in 9000 seconds.

a) 0.25

b) 2.5

c) 25

 

8. Convert 90 minutes to seconds.

a) 540

b) 900

c) 1500

 

9. If you have 480 seconds, the equivalent in minutes is __________.

a) 4

b) 6

c) 8

 

10. How many hours are there in 180 minutes?

a) 1.5

b) 2.5

c) 3.5