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Using analog and digital clocks, tell and write time to the nearest five minutes using a.m. and p.m. appropriately. Express portions of an hour using the fractional terms half an hour, half past, quarter of an hour, quarter after and quarter til.
Clarifications
Clarification 1: Instruction includes the connection to partitioning of circles and to the number line.Clarification 2: Within this benchmark, the expectation is not to understand military time.
General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 2
Strand: Measurement
Date Adopted or Revised: 08/20
Status: State Board Approved
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- NA
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is to build on the work of grade 1 by telling and writing time to a more precise measurement in increments of 5 minutes. Instruction at this grade level also makes a connection to fractional terms to express portions of an hour.- Instruction includes the purpose of the minute and hour hand in analog clocks.
- Instruction includes the understanding that a.m. is used to reference the time from 12:00 midnight to 12:00 noon, and p.m. is used to reference the time from 12:00 noon to 12:00 midnight.
- Instruction includes the reinforcement of a time line and its connection to a number line.
Common Misconceptions or Errors
- Students may incorrectly identify the minute and the hour hand.
- Students may think that when the hour hand is pointing between two numbers, the hour corresponds to the larger number.
- Students may incorrectly skip count by 5s.
- Students may have difficulty identifying the time when the hour hand is approaching the next hour.
Strategies to Support Tiered Instruction
- Teacher provides a blank clock for students to draw and label the parts and use visual supports to help remember the names of each part.
- For example, students label the inside of the minute and hour hand as shown to provide a mental picture. It may be helpful to show this illustration with the minute and hour hands in various positions.
- Instruction includes the teacher removing the minute hand from a clock and guides students to notice if the hour hand is pointing before, on, or after a number encouraging students to use approximations such as, “It’s just past 2 o’clock” when pointing after the 2, or “It’s almost 4 o’clock” when pointing before the 4.
- Instruction includes relating counting minutes on a clock to skip counting sets of 5 by using manipulatives or representations, noting each group of five as a set. Teacher makes connections to the number line and how this relates to the way a clock is like a circular number line.
- For example, groups of 5 can be made using twelve 1 by 5 grid paper arrays. Teacher arranges the arrays in a horizontal line, having students color every other array, skip counting the rows aloud, and recording the skip counts below each array. Number each set of 5 with a number above the end of each array.
- Students arrange the 12 sets of 1 by 5 arrays into a circular pattern, labeling each set and skip count. Teacher guides students to notice how the units of time are represented on a real clock and on their skip count model; each square is 1 minute, each array is 5 minutes, and all 12 arrays together make 1 hour.
Instructional Tasks
Instructional Task 1 (MTR.5.1)
Provide students with individual clocks and various times. [Teacher note: Examples provided should include opportunities for students to rename given times using fractional terms as necessary.]- Part A. Using the clock provided, show and tell the given time to the nearest five minutes.
- Part B. Using the clock provided, what are all of the ways you can say the time shown?
Instructional Items
Instructional Item 1
Which of the following is another way to express the time shown on the clock?
- a. Twelve minutes past the hour
- b. Half past twelve
- c. Quarter past twelve
- d. Quarter till one
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
This benchmark is part of these courses.
5012040: Mathematics - Grade Two (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712030: Access Mathematics Grade 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))
Related Access Points
Alternate version of this benchmark for students with significant cognitive disabilities.
MA.2.M.2.AP.1: Using analog and digital clocks, express the time in hours and half hours. Explore the concept of a.m. and p.m.
Related Resources
Vetted resources educators can use to teach the concepts and skills in this benchmark.
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Teaching Idea
Tutorials
MFAS Formative Assessments
Writing Times on Digital Clocks:
Students are read three times to the nearest five minutes and asked to write the times on digital clocks.
Original Student Tutorials Mathematics - Grades K-5
Telling Time with Tomás:
Come tell time with Tomás in 5 minute intervals on a digital and analog clock in this interactive tutorial.
Student Resources
Vetted resources students can use to learn the concepts and skills in this benchmark.
Original Student Tutorial
Telling Time with Tomás:
Come tell time with Tomás in 5 minute intervals on a digital and analog clock in this interactive tutorial.
Type: Original Student Tutorial
Tutorials
Telling Time Examples #2:
Demonstrates how to tell time on unlabeled analog clocks to the nearest five minutes.
Type: Tutorial
Telling Time Examples #1:
Tell time on a labeled analog clock to the nearest five minutes.
Type: Tutorial
Parent Resources
Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.
