You will learn
- Say that each number on a clock is 5 minutes.
- Count in 5s to tell the minutes.
- Say “minutes past” and “minutes to”.
- Write the time in numbers.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Each number on a clock is 5 minutes.
- Count in 5s to find the minutes.
- Say minutes past and minutes to.
- Write the time in numbers.
Words to know
Minutes after the hour.
Minutes before the next hour.
The gap between two numbers on a clock.
Time shown in numbers like 4:10.
1. Discover: five minutes at a time
When the minute hand is on the 2, how many minutes past the hour is it? Count in 5s from 12.
2. Understand: time to five minutes
The minute hand moves 5 minutes from one number to the next. Count in fives: 1 is 5, 2 is 10, 3 is 15, 4 is 20, 5 is 25, 6 is 30.
After half past, we say “minutes to” the next hour. 7 is 35 minutes past, or 25 to. 9 is 45 minutes past, or quarter to. 10 is 50 minutes past, or 10 to.
Hour hand just past 4 and minute hand on 2: 4:10. Hour hand near 10 and minute hand on 7: 9:35.
Idea 1: Five minutes
Moving from one number to the next on a clock is five minutes. The minute hand on 1 is 5 minutes, on 2 is 10, on 3 is 15.
Idea 2: Count in 5s
Count in 5s: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55. The minute hand on 4 means 20 minutes past. On 7 means 35 minutes past.
Idea 3: Minutes to
After 30 minutes, we say minutes to the next hour. 25 to 8 is 7:35.
Why? 35 minutes past 7 is 25 minutes before 8.
3. Worked examples
Example 1 (I show you): Minutes past
The minute hand is on 4. How many minutes past?
- 4 × 5.
Answer: 20 minutes past
Example 2 (We do it together): Write
Write 10 past 4 in numbers.
- 10 minutes after 4.
Answer: 4:10
Example 3 (You try): Minutes to
Write 25 to 8 in numbers.
Show the steps and answer
- 25 minutes before 8 is 35 minutes past 7.
Answer: 7:35
Did you know?
There are 60 minutes in an hour and 12 numbers on a clock. 60 ÷ 12 = 5.
Why this matters
Telling the time to five minutes lets us plan our day.
4. Explore: count the minutes
You need a paper clock.
- Put the minute hand on 1. Say 5 minutes past.
- Move to 2, 4, 5 and 7 and count in 5s.
- Show 4:10 and 9:35.
- Write each time in numbers.
Think about it: what did you notice?
1 = 5, 2 = 10, 4 = 20, 5 = 25, 7 = 35.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Each number is ___ minutes.
- The minute hand on ___ is ___ past.
- ___ to ___ is written ___.
- The time is ___.
Guided practice
Question 1. Minute hand on 2?
10 minutes past.
Question 2. Minute hand on 4?
20 minutes past.
Question 3. Minute hand on 7?
35 minutes past (25 to).
Independent practice
Level 1: Start
- Minutes when the hand is on 5
- Minutes when the hand is on 8
- Write 10 past 4 in numbers.
- Write 25 to 8 in numbers.
- Where is the minute hand at 20 minutes past?
Level 2: Grow
- Minute hand on 4 means ___ minutes past.
- Write 20 past 6 in numbers.
- Minute hand on 9 means ___ minutes past.
Level 3: Stretch
- Show 3:50 on a clock. Where is the minute hand?
- A class starts at 9:05 and ends at 9:50. How many minutes is it?
- Sade says the minute hand on 6 means 6 minutes. What is wrong?
Answers are in the answer key below. Try first, then check.
6. Apply: everyday mathematics
A bus leaves at 4:10. Where is the minute hand?
Show a sample answer
On the 2.
Another one. A bus leaves at 25 minutes past 7. Write the time in numbers.
Show a sample answer
7:25
7. Common mistakes
Fix: Multiply the number by 5.
Fix: Multiply the number by 5.
Fix: Past is after the hour. To is before the next hour.
8. Lesson summary and revision card
- I can say that each number on a clock is 5 minutes.
- I can count in 5s to tell the minutes.
- I can say minutes past and minutes to.
- I can write the time in numbers.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Count in 5s round the clock.
- Past before 30, to after 30.
- Write the time in numbers.
11. Next lesson
Next lesson: Comparing durations. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- How many minutes is the minute hand on 3? [1 mark]
- Write 20 past 5 in numbers. [1 mark]
- Write 10 to 3 in numbers. [2 marks]
- A film starts at 4:05 and ends at 4:55. How many minutes is it? [2 marks]
- Ali says the minute hand on 7 means 7 minutes. Is he right? Explain. [3 marks]
Total: 9 marks.
Marking guide and model answers
- 15 [1]
- 5:20 [1]
- 10 minutes before 3 [1]; 2:50 [1]
- 55 − 5 [1] = 50 minutes [1]
- No [1]. Each number is 5 minutes [1]. 7 × 5 = 35 minutes [1].
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Minute hand on 5, minutes
- Minute hand on 8, minutes
- 10 past 4 in numbers
- 25 to 8 in numbers
- Minute hand position for 20 past
- Minute hand on 2 = ___ minutes past.
- Minute hand on 7 = ___ minutes past.
- Write 5 past 9.
- 25 to 8 = ___.
- Minute hand on 10 = ___ minutes past.
Homework
Look at a clock at home at 3 times and write each time.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| Minute hand on 5, minutes | 25 | 2 |
| Minute hand on 8, minutes | 40 | 2 |
| 10 past 4 in numbers | 4:10 | 2 |
| 25 to 8 in numbers | 7:35 | 2 |
| Minute hand position for 20 past | 4 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 25; 2 40; 3 4:10; 4 7:35; 5 4.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 C, Challenge 2 C.
Extra worksheet answers (items 6 onward): 6 10; 7 35; 8 9:05; 9 7:35; 10 50.
Independent practice answers. Level 1: 1 25 minutes; 2 40 minutes; 3 4:10; 4 7:35; 5 on the 4. Level 2: 1 20; 2 6:20; 3 45. Level 3: 1 On 10; the hour hand is nearly at 4; 2 45; 3 Each number is 5 minutes. On 6 it is 30 minutes..
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say that each number on a clock is 5 minutes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Count in 5s to tell the minutes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say “minutes past” and “minutes to” | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write the time in numbers | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Reading the minute hand number as minutes. Multiply the number by 5.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Say the clock numbers in 5s while pointing.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child tells the time to five minutes. You do not need to be good at mathematics to help.
- Count in 5s on a clock face.
- Ask: what time is 10 to 5?
- Practise reading digital and analogue clocks.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say that each number on a clock is 5 minutes; count in 5s to tell the minutes; say “minutes past” and “minutes to”; write the time in numbers.
Prerequisite knowledge. Lesson 1; skip counting in 5s.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need a paper clock. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which number is the minute hand on? How many minutes is that? Past or to?
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Reading the minute hand number as minutes. Multiply the number by 5.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 9-mark exam practice scheme, the 10-mark scheme and all answers are in the answer sections above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Say the clock numbers in 5s while pointing. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for Mathematics (official site): Grade 2 » Measurement & Data. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core 2.MD.C.7 (time to five minutes); Cambridge Primary Mathematics Stage 2 (time). These sources informed the lesson.