How Many in a Minute

Goal: Keep track of what you can do in a minute

1. Choose an activity to do for a minute

Each child picks an activity, such as throwing and catching a ball, doing jumping jacks, or shooting baskets.

They predict how many they’ll be able to do in a minute.

If needed, review how to time a minute.

2. Find how many in a minute

Select a volunteer to time the group for one minute while the others do their activities. Children work alone and keep count themselves, or they pair up: one child does the activity for a minute while the other counts; then, they switch.

3. How close were your estimates?

After comparing the actual count to their estimates, children write down the activity, the date, and the number they did in a minute. They put the records in a safe place so they can keep track over time.

4. Repeat! (optional)

If possible, do this activity at least twice in a row, so children can compare times on different trials. Choose a different child to be the timekeeper each time.

 

Variations

How Many Stars? (Grades K, 1, 2, 3, 4, 5, 6, 7)

Children find how many times in a minute they can draw a star, write their names, or write a letter of the alphabet (good practice for younger children). Ask them to organize their work so items are easy to count—for instance, in rows of 5 or 10.

Estimate a Minute (Grades K, 1, 2, 3, 4, 5, 6, 7)

Explain the procedure, and then try it:

Everyone shut your eyes. I’ll say “Start!” when I’m going to start timing. Raise your hand when you think one minute is up.

Note who raises hands before one minute is up, who at about one minute, and who after one minute. Once all hands are up, tell them the results.

Sing It Again (Grades K, 1, 2, 3, 4, 5, 6, 7)

Children find how many times they can sing a rhyme, call out names of everyone in the group, or do a sequence of dance moves in a minute.

 

Books and Other Resources

How Long? (Grade K)
Dale, Elizabeth. (NY: Scholastic. 1998)

Me Counting Time: From Seconds to Centuries (Grades K, 1, 2)
Sweeney, Joan. (NY: Crown Publishers. 2000)

On Time: From Seasons to Split Seconds (Grades 3, 4, 5, 6, 7)
Skurzynski, Gloria. (Washington D.C.: National Geographic Society. 2000).

Spotlight

Timing a minute

With traditional (analog) clocks, children may find it easiest to start timing a minute when the second hand passes 12. As they gain skill and confidence, they should practice timing when the second hand passes another number or is between numbers.

With digital clocks, children can start by timing a minute when the seconds reads 00. As they gain experience, they can try timing when the “seconds” reads some other number.

Connections

When a minute matters

Sometimes an extra minute can make a big difference. Hairdressers need to know how long to leave in dyes, permanents, and straighteners for different hair types—leave them in for too long and the results could be disastrous. Bakers and pastry chefs need to watch time in the oven carefully, or dough may not rise properly. Health care workers taking your pulse are measuring beats per minute, so it’s important that they time carefully.

Minutes also matter when it comes to public transportation. If you’re a minute early for the bus, you’ll have a short wait; if you’re a minute late, you miss the bus.

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©2006 TERC, Cambridge, MA. All rights reserved.