On Your Marks Script

Guided Practice: Pair Work (15 minutes)

Teacher says:
“Okay everyone, find your partner and take a seat together. Remember the steps we just modeled for packing a backpack? Now it’s your turn to choose a new task from the Race Against Time Slides. Look at the slide titled Choose Your Task, and decide together which one you want to break down. Ready?”

Pause and let students settle into pairs.

Teacher says:
“Great! Step 1: Talk with your partner and name your task out loud. Step 2: On the Step-by-Step Breakdown Sheet, write down three steps you think you need to do. Step 3: Next to each step, agree on a time limit. You’ll get three minutes for planning, so let’s start the timer now.”

(Start a 3-minute timer.)

Circulate with these prompts:

• “What’s the very first thing you need to do? Why did you pick that as Step 1?”
• “How did you decide that Step 2 will take 2 minutes and Step 3 only 1 minute? Can you explain your thinking?”
• “Is there anything that might take longer than you expect? How could you adjust your time?”
• “Let me hear you say your steps and times out loud—this will help you practice planning.”

If a pair is stuck:
Teacher says:
“Try picturing yourself doing the task. What is the very first action your hands would take? Start there.”

(When the timer ends, call students back.)

Teacher says:
“Time’s up for planning—awesome work! Now we’ll practice executing. Reset your timers. I want each pair to start Step 1, and when the timer beeps, stop and check: did you finish? If you finished early, pause and wait until the full time is up. If you didn’t finish, notice what slowed you down. Got it? Go!”

Let pairs run through their timers, then pause and debrief briefly:
Teacher says:
“Okay, pairs, share with each other: which step went fastest? Which step was slower than you thought? Jot a quick note on your sheet.”

Independent Challenge: Beat the Clock! (10 minutes)

Teacher says:
“Now that you’ve practiced with a partner, it’s time to challenge yourself solo. Choose a different task from the slides—one you haven’t broken down yet. On your own, write three steps and assign times on your sheet. You have two minutes to plan.”

(Start a 2-minute timer.)

Teacher circulates, using these prompts:

• “What makes Step 1 your top priority? Does the order make sense?”
• “Are your time estimates realistic, or could you push yourself a little faster?”
• “Remember to breathe and focus—timers are tools, not stressors!”

(When planning is done, teacher says:)
“Ready, set, go! Use your timer to track each step. Pause when time’s up, then start the next one.”

After students finish, teacher signals:
Teacher says:
“Excellent work. If you had extra seconds on a step, you can use them to start the next step—or note them for next time.”

Reflection Prompts (5 minutes)

Teacher invites whole class:
“Let’s come together on the carpet or at our seats. I want to hear your reflections.”

Use these questions to guide discussion:

1. “Which task did you choose for the independent challenge, and why?”
2. “Tell us one step where your timer and your plan matched perfectly.”
3. “Was there a step where you felt rushed or had extra time? What would you change next time?”
4. “How did using a timer help you focus and finish each step?”

Teacher says:
“Thank you for sharing. Remember: breaking tasks down and timing them is a powerful skill you can use every day—at home, at school, and beyond. Keep practicing, and you’ll get even faster and more accurate!”

Collect sheets and give quick, positive feedback on each student’s time estimates.

Task-Timer Challenge

Objective: Students will independently plan, execute, and reflect on a timed task breakdown, strengthening planning, pacing, and self-monitoring skills.

Materials:

• Step-by-Step Breakdown Sheet
• Timer or classroom device with timer
• Pencil

Time: 10 minutes total (2 min planning, 7 min execution, 1 min reflection)

Instructions

1. Plan (2 minutes):
   • Choose a new task from the Race Against Time Slides.
   • On your sheet, write three steps and assign a time limit to each.
   • Start your 2-minute timer now.
     
     
     
     
     
     
2. Execute (7 minutes):
   • Reset your timer for Step 1’s time limit and begin working.
   • When the timer beeps, pause and note: Did you finish early (✔) or need more time (✖)? Record your actual time.
   • Repeat for Steps 2 and 3.
     
     
     
     
     
     
3. Reflect (1 minute):
   On the back or bottom of your sheet, answer:
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   • How will you adjust your timing next time?
   • Which step was faster or slower than you thought? Why?
   • Which step matched your estimate exactly?

Teacher Prompts (during execution)

• “How close was your actual time to your estimate?”
• “What strategy did you use when the time ran out?”
• “How did the timer help you focus?”

Wrap-Up

Collect sheets, highlight effective planning strategies, and discuss how students can apply timing skills to homework and daily routines.

Step-by-Step Breakdown Sheet

Student Name: ____________________________________ Date: ____________

Your Task

What is the task you will break down and time today?

Plan Your Steps

1. Step 1: ___________________________________________
   Estimated Time: ________ minutes
   
   
   
   
2. Step 2: ___________________________________________
   Estimated Time: ________ minutes
   
   
   
   
3. Step 3: ___________________________________________
   Estimated Time: ________ minutes
   
   
   
   
   
   
   
   

Record Actual Times

1. Step 1 Actual Time: ________ minutes
   Did I finish on time? (Yes / No)
   Notes: _________________________________________
   
   
   
   
2. Step 2 Actual Time: ________ minutes
   Did I finish on time? (Yes / No)
   Notes: _________________________________________
   
   
   
   
3. Step 3 Actual Time: ________ minutes
   Did I finish on time? (Yes / No)
   Notes: _________________________________________
   
   
   
   
   
   
   
   

Reflection

1. Which step matched my estimate best, and why?
   
   
   
   
   
   
   
   
   
   
   
   
2. Which step was faster or slower than I thought, and why?
   
   
   
   
   
   
   
   
   
   
   
   
3. How will I adjust my time estimates next time?