Telling time to the minute (age 7+)

PROCEDURAL

Mathematics›Measurement|Ages 7—8|ID: mt_4m8BimI4G5

Tell and write time from analogue and digital clocks to the nearest five minutes, using a.m., p.m., and 12-hour and 24-hour notation

Mastery Evidence

Read the time to five minutes on an analogue clock face
Write the time using digital notation (e.g. 3:25)
Distinguish between a.m. and p.m. and relate to daily events

Assessment Prompt

“If a clock shows 6:45 a.m., can [child] tell you what time that is in words — and write it in 24-hour notation?”

Curriculum Standards2 alignments

2.MD.7Common Core State Standards for Mathematics

Tell and write time

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Measurement and Data

Ma/KS2/Y3/M/4The national curriculum in England

Tell time (analogue)

tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

Mathematics · Key Stage 2

Prerequisites1

Telling Time: Minutes
hardAges 6—7

Show full prerequisite tree

Telling Time: Minutes hard
Extends telling time to include a.m./p.m. and 24-hour notation
- Telling Time: Hours and Half Hours hard
  Telling time to 5 minutes extends from telling time to the hour and half past
  - Reading and writing numbers to 20 hard
    Reading a clock requires recognising numerals 1–12
    - How Many in Total? hard
      Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
      - One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Writing digits 0-9 hard
      Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
      - Sitting and holding a pencil soft
        Same motor skills for digit formation
  - What Is a Half? soft
    Understanding 'half past' benefits from the concept of halves
    - Division as equal sharing hard
      Finding a half requires equal sharing into 2 groups — a division concept
      - Subtraction as taking away or separating hard
        Division as equal sharing/grouping requires understanding subtraction as taking away/separating
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Telling time to the minute hard
    Telling time on a clock requires understanding hours and minutes as time units
    - Comparing durations hard
      Measuring time in units requires understanding time comparison language first
- Counting in 2s soft
  Reading 5-minute intervals benefits from skip counting in 5s
  - Rote counting to 100 hard
    Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
    - One-to-one counting hard
      One-to-one correspondence requires knowing the number name sequence

Unlocks3

Estimating answers (age 7+)
hardAges 7—8
Telling time to the minute (age 8+)
hardAges 8—9
12-hour and 24-hour time
hardAges 8—9