Facilitator’s Time Tips Script

This word-for-word script equips you to guide 6th graders through our 30-minute Time Chunking intervention with Tier 2 supports. Use these prompts verbatim, and pull in scaffolds as needed.

1. Introduction & Goal Setting (5 minutes)

Teacher (display first slide of Mastering Minutes Slide-Deck):
“Good morning, everyone! Today we’re becoming Time Masters. We’ll learn to guess how long schoolwork takes and then break it into smaller bits so we don’t feel rushed or waste time.

First, I want you to think back to a time you felt really rushed on homework or had extra time and got bored. Turn and tell your partner in 30 seconds. Go!”

Wait 30 seconds, then bring students back.

Teacher: “Who wants to share one quick example?”

After 2–3 volunteers,

Teacher: “Great! All of us have been there. Today, our goal is: estimate how long tasks will take, then chunk them into bite-size pieces. By the end, you’ll have a plan you can use on your next assignment.”

Tier 2 prompt if students are quiet:
• “If you’re not sure what to share, think of a single homework step—like reading one page or solving one problem—that felt too long or too short. That works too.”

2. Modeling Time Chunking (7 minutes)

Teacher (advance to “Modeling Time Chunking” slide):
“Let’s look at this sample assignment: Read 10 pages and answer 5 questions.

Step 1: Estimate total time. I’ll think out loud: ‘Reading 10 pages for me usually takes about 8 minutes. Answering 5 questions usually takes about 7 minutes. So I estimate 15 minutes total.’

Write on board: Total estimate = 15 minutes.

Step 2: Chunk it. I’ll split 15 minutes into two parts:

• 8 minutes: read pages 1–10
• 7 minutes: answer questions 1–5

Write on board: Chunk 1 = 8 min reading; Chunk 2 = 7 min writing.

Now, you try it with me on the next slide. I’ll guide you with questions.”

Teacher:

1. “Which part of the task seems longest? Reading or writing?”
2. “Why do you think reading might take more time?”
3. “If we need exactly 15 minutes, how could we break it into chunks that feel comfortable?”

Tier 2 support:
• If a student guesses wildly, ask: “What does your past experience tell you? Think of the last time you read 10 pages—how long did that take?”
• If the group is stuck, offer narrower choices: “Would you rather split this into 5-minute and 10-minute chunks or 7- and 8-minute chunks?”

3. Guided Practice: Beat the Clock (10 minutes)

Teacher:
“Now we play Beat the Clock Challenge with your small group. Each round you’ll:

1. Pick a quick task (e.g., solve 5 math problems).
2. Estimate time (e.g., ‘I think 5 minutes’).
3. Start a timer and do the task.
4. Compare actual time to your estimate.
5. Plan how you’d chunk that task next time.”

Hand out the Beat the Clock Challenge Game.

Teacher (circulating):

• “What’s your first estimate? Why did you choose that number?”
• “Great—start your timer! I’ll check back when it dings.”

After they finish:

• “How close were you? If you were off by 2 minutes, how could you break the task into smaller pieces next time?”

Tier 2 scaffolds:
• Provide a pre-set 1-minute timer for students who lose track of time.
• If a group picks a big task, suggest narrowing it: “How about solving 3 problems instead of 5?”
• Prompt with sentence starters: “I estimated ___ minutes because ____.”

4. Independent Reflection: Quick Time Check (5 minutes)

Teacher (hand out Quick Time Check Cool-Down):
“Now, pick one assignment you have tonight. On your reflection sheet, do three things:

1. Name the assignment.
2. Estimate total time.
3. List at least three time chunks with specific minute ranges.

For example:
• Research: 10 minutes
• Outline: 5 minutes
• Draft: 10 minutes

Begin now. I’ll give you 4 minutes.”

Tier 2 prompts on paper:
• If you’re stuck, ask yourself: ‘What’s the first tiny step? What’s next?’
• Use this starter: “I think ___ will take ___ minutes.”

After 4 minutes:

Teacher: “Fold your reflection sheet and keep it for tonight.”

5. Closing & Next Steps (3 minutes)

Teacher (display last slide):
“Awesome work today! Remember our two-step process: Estimate → Chunk. Tonight, use your reflection plan on homework. Track your actual times and be ready to share one success at our next session.

Any quick questions? … Great. Have a fantastic rest of your day, Time Masters!”

Tier 2 wrap-up:
• If any student still seems unsure, hand them a sticky note and ask them to write one chunk they’re going to try tonight. Check in tomorrow.

Use this script exactly, pulling in the linked materials. You’re set to guide students through building strong time-management skills!

Beat the Clock Challenge Game

Objective: Students practice estimating, tracking, and reflecting on the time needed for short, engaging tasks.

Materials Needed:

• Beat the Clock Task Cards (see list below)
• Timer (per group)
• Estimation Log sheet (one per round)
• Pencil or pen

Setup:

1. Shuffle the task cards and place them face down in the center of each small group.
2. Give each group a stack of Estimation Log sheets and a pencil.
3. Assign one timer (or stopwatch) per group.

Instructions:

1. One student draws the top Task Card and reads it aloud to the group.
2. As a group, estimate how long the task will take, then write that estimate in your Estimation Log.
3. Start the timer and complete the task together.
4. Stop the timer when finished and record the actual time in your log.
5. Calculate the difference between estimated and actual times.
6. Discuss:
   • Was your estimate accurate? Why or why not?
   • Which step of the task took the longest?
7. On your log, write a Chunk Plan: how you would break this task into smaller time segments next time.
8. Return the card to the bottom of the pile. Repeat for as many rounds as time allows.

Task Cards (10)

1. Solve 5 multiplication problems (2-digit × 1-digit) — suggested 3–6 min
2. Fold and decorate a paper airplane — suggested 4–7 min
3. Write a 5-sentence paragraph about your favorite hobby — suggested 6–9 min
4. Name 10 vocabulary words and write their definitions — suggested 5–8 min
5. Draw and label a basic diagram of the solar system — suggested 7–10 min
6. List as many U.S. states as you can — suggested 2–4 min
7. Complete a quick word-search puzzle with 10 hidden words — suggested 4–7 min
8. Write a short poem (4 lines) about the weather — suggested 5–8 min
9. Solve a simple Sudoku puzzle (4×4) — suggested 6–9 min
10. Brainstorm 5 ideas for a class project — suggested 3–6 min

Estimation Log Template

Group Name: _________________

Task: _________________

Estimated Time: _____ min

Actual Time: _____ min

Time Difference: _____ min (over/under)

Next-Time Chunk Plan:

• Chunk 1: _____ min — ___________________

• Chunk 2: _____ min — ___________________

• (Add more as needed)

Reflection Prompts (after each round)

• What surprised you about your estimation?
  
• Which part of the task took the longest?
  
• How would you break this task into smaller chunks next time?
  
• What strategy helped you estimate more accurately?
  

Use this game during the Guided Practice: Beat the Clock phase of the Time Chunking Roadmap to reinforce time-management and executive function skills through hands-on practice.

Quick Time Check Reflection Sheet

Use this sheet to plan your next assignment by estimating total time, breaking it into chunks, and deciding how you’ll monitor your progress.

1. Assignment Name

2. Estimated Total Time (minutes)

3. Time Chunk Plan

• Chunk 1: _____ minutes — ____________________
  
  
  
• Chunk 2: _____ minutes — ____________________
  
  
  
• Chunk 3: _____ minutes — ____________________
  
  
  
• (Add more chunks if needed)
  
  
  

4. Monitoring Your Progress

How will you check your time and stay on track? (e.g., set a timer, check the clock, ask a friend)