How do children reason about the durations of daily experiences? Following Tillman and Barner's (2015) linguistic study, three children (age five, six, and seven) were asked to organize four everyday activities from the shortest duration to longest duration: watching a movie, brushing their teeth, sleeping at night, and eating lunch. After creating their "timeline", each child was asked why they ordered the events as they did. By allowing the children the opportunity to reflect on common experiences and explain how they reasoned about durations, we can begin to recognize how children understand time as a quantity. Their responses showed that reflections on lived durational experiences were heavily influenced by physical acts, such as speed of actions or movement of the sun. These findings were consistent with past research on children's conception of physical time (Long & Kamii, 2001; Piaget, 1969). [For the complete proceedings, see ED629884.]