Telling Time: Minutes

REPRESENTATIONAL

Mathematics›Measurement|Ages 6—7|ID: mt_HNOPGJYiRK

Tell and write the time to five minutes, including quarter past and quarter to, and draw clock hands to show these times

Mastery Evidence

Read an analogue clock showing 3:25
Write 'quarter past 9' or '9:15'
Draw clock hands to show twenty to four

Assessment Prompt

“If the clock shows quarter to four, can [child] tell you the time — and draw hands on a blank clock face to show twenty past three?”

Curriculum Standards2 alignments

1.MD.3Common Core State Standards for Mathematics

Tell and write time

Tell and write time in hours and half-hours using analog and digital clocks.

Maths/Y2/M/7The national curriculum in England

Tell the time to five minutes

Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

Mathematics · Key Stage 1

Prerequisites2

Telling Time: Hours and Half Hours
hardAges 5—6
Counting in 2s
softAges 5—7

Show full prerequisite tree

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

Unlocks1

Telling time to the minute (age 7+)
hardAges 7—8