Understanding fractions as lengths of time is often challenging for students to grasp.

Section A is all about finding fractions of 60. Students are given one example and 5 questions focusing on common fractions of time, e.g. ^{1}⁄_{12}.

In section B, learners will interpret their answers from section A by completing sentences such as “^{1}⁄_{2} an hour is 30 minutes because ^{1}⁄_{2} of 60 is 30.”

Next students will form chains of equivalent fractions with one fraction in each set having a denominator of 60 and, again using their answers, will interpret these fractions as units of time.

Finally, learners are faced with 4 amounts in minutes to write as a fraction of an hour and vice versa. Your learners should be able to choose which of the above methods they prefer to use.