Telling time to the minute (age 8+)

PROCEDURAL

Mathematics›Measurement|Ages 8—9|ID: mt_UNzojLkNdm

Tell and write time to the nearest minute using analogue and digital clocks

Mastery Evidence

Read 7:43 from an analogue clock face
Write 11:06 on a digital display given a clock with hands
Match analogue and digital times to the nearest minute

Assessment Prompt

“If a clock's minute hand points just past the 9, can [child] work out the exact time to the nearest minute — and write it in digital format?”

Prerequisites1

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

Show full prerequisite tree

Telling time to the minute (age 7+) hard
Tell time to 5 minutes is prerequisite to telling time to nearest minute
- 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

Unlocks1

Numbers on a number line
hardAges 8—9