Mathematics · Senior Infants

Active learning ideas

Duration of Events

Active learning helps Senior Infant students grasp duration by turning abstract time into tangible experiences they can see and feel. When children time real tasks like coat putting or playtime segments, they connect words like longer and shorter to their own actions, making measurement meaningful straight away.

• NCCA Curriculum Specifications
• NCCA: Primary - Measurement
• NCCA: Primary - Time

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 20 min · Pairs

Partner Challenge: Coat vs Shoelace

Pairs use a one-minute sand timer to time each other putting on a coat, then tying shoelaces. They record results on a simple chart and discuss which took longer. Switch roles and compare personal times.

Which takes longer , putting on your coat or tying your shoelace?

Facilitation Tip

During Partner Challenge, hand out stopwatches and clearly model how to start and stop them to avoid confusion.

What to look for

Ask students to stand up and clap for 10 seconds, then ask: 'Did that feel longer or shorter than brushing your teeth?' Record their responses and discuss why perceptions might differ.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 30 min · Small Groups

Routine Relay: Classroom Timers

Small groups rotate through three stations: timing line-up, hand-washing, and story circle starts. Use egg timers and tally marks to note durations. Groups share and vote on the longest routine.

Does playtime feel long or short , why do you think that?

Facilitation Tip

For Routine Relay, assign roles so every student has a timer and a clipboard for recording results.

What to look for

Give each student a card with two activities, e.g., 'Tying your shoes' and 'Walking to the door'. Ask them to draw a circle around the activity they think takes longer and write one word why.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 25 min · Whole Class

Estimate Circle: Playtime Segments

In a whole class circle, estimate time for short play bursts like jumping or ball rolling. Time each with claps, then check against estimates. Chart fun activities that felt shortest.

Which classroom activity took the longest time today?

Facilitation Tip

In Estimate Circle, use a large sand timer so the whole class can see the sand level as they estimate.

What to look for

Gather students and show them a sand timer. Ask: 'If we spin around until the sand runs out, will that feel longer or shorter than our math lesson? Why do you think so?' Facilitate a brief discussion on subjective time perception.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 15 min · Individual

Personal Timer: Morning Tasks

Individuals time their own bag-unpacking or seat-finding using phone timers or beats. Share estimates first, then actuals in pairs. Class graphs show variations.

Which takes longer , putting on your coat or tying your shoelace?

Facilitation Tip

For Personal Timer, provide visual step-by-step cards to help students sequence morning tasks independently.

What to look for

Ask students to stand up and clap for 10 seconds, then ask: 'Did that feel longer or shorter than brushing your teeth?' Record their responses and discuss why perceptions might differ.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers often begin with concrete tasks before moving to estimation to build trust in measurement tools. Avoid vague language like 'a long time'; instead, anchor comparisons in countable units such as claps, steps, or timer turns. Research shows young children grasp duration best when they both predict and verify, so balance these moments carefully.

By the end of these activities, students will confidently compare task lengths using precise vocabulary and estimate durations before verifying with timers. You should hear them justify choices with phrases like, 'Tying laces took 30 claps, so it’s longer than a quick high-five.'

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Watch Out for These Misconceptions

• During Partner Challenge, watch for students who assume playtime activities will always take longer than routine tasks.

  Prompt pairs to time both putting on a coat and playing with a favorite toy, then ask them to compare the actual times on their charts to see if their feelings match the facts.

• During Routine Relay, watch for students who believe everyone takes the same time to complete classroom routines.

  Ask students to record each other’s times on a shared table, then have them circle the fastest and slowest times in a different color to highlight individual differences.

• During Estimate Circle, watch for students who insist playtime feels like the longest part of the day because it is the most enjoyable.

  Show the class the school timetable with fixed playtime and worktime lengths, then ask them to time both segments and mark the actual durations on a visual timeline to compare perceptions with reality.

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Methods used in this brief

• Experiential Learning