📚 Part 1 – Estimate

WALT: We Are Learning To estimate how long activities take.

Success Criteria: I can make a sensible estimate in seconds for each activity.

Work in pairs. Estimate how many seconds each activity will take. Write your estimate in the box.

⏱ Part 2 – Measure & Compare

Now use a stopwatch or clock to measure each activity. Record the actual time in seconds. Then write L (longer), S (shorter) or C (close) to compare your estimate and the actual time.

Support and Differentiation

- Sentence starters for support: "I estimate..., My actual time was..., This is faster because..."

- Dyslexia-friendly reading options: read instructions aloud, use a coloured overlay, allow extra time, and write answers in pencil first.

- For students needing more support: time fewer repetitions (e.g. 10 claps) or work with the teacher/peer reader.

Extension

- Compare your pair's results with another pair. Discuss any differences and suggest reasons (e.g. pace, counting speed).

- Convert one activity time into minutes and seconds if the time is over 60 seconds.

Teacher notes: Work in pairs. Use stopwatch/analogue clock. Remind students: FASTER = takes less time; SLOWER = takes more time.