You will learn
- Count the small minute marks.
- Read the time to the nearest minute.
- Say minutes past and minutes to.
- Write the time in numbers.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
A small tick on the clock.
After the hour.
Before the next hour.
The closest minute mark.
1. Discover: a very exact clock
A clock has 60 small marks. The minute hand is 2 marks after the 5. What is the time?
2. Understand: time to the minute
There are 60 small marks round the clock, one for each minute. The numbers show every 5.
Minute hand 2 marks after the 5: 25 + 2 = 27 minutes past.
6:48 is 12 minutes to 7. 10:09 is 9 minutes past 10. 11:56 is 4 minutes to 12. Five minutes after 3:58 is 4:03.
To find the minutes to the next hour, subtract from 60: 60 − 48 = 12.
3. Explore: to the minute
You need a paper clock with 60 marks.
- Put the minute hand 2 marks after the 5.
- Read the minutes past.
- Show 6:48 and find minutes to 7.
- Show 11:56.
Think about it: what did you notice?
27 past; 12 to 7; 4 to 12.
4. Practise
Guided practice
Question 1. 2 marks after 5?
27 minutes past.
Question 2. 6:48: minutes to 7?
12.
Question 3. 5 minutes after 3:58?
4:03.
Independent practice
- 3 marks after the 8 (minutes)
- 6:48: how many minutes to 7?
- 10:09 in words
- 11:56: minutes to 12
- 5 minutes after 3:58
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
A bus leaves at 6:48. How many minutes to 7?
Show a sample answer
12 minutes.
6. Common mistake
Fix: Count in fives, then the single marks.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- 60 marks, 60 minutes.
- Past then to.
- Minutes to = 60 minus past.
9. Next lesson
Next lesson: Elapsed time. Keep going with the next idea in this course.
Printable worksheet
- 3 marks after 8 (minutes)
- 6:48 minutes to 7
- 10:09 in words
- 11:56 minutes to 12
- 5 min after 3:58
Homework
Write the time to the nearest minute at three moments today.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 3 marks after 8 (minutes) | 43 | 2 |
| 6:48 minutes to 7 | 12 | 2 |
| 10:09 in words | 9 minutes past 10 | 2 |
| 11:56 minutes to 12 | 4 | 2 |
| 5 min after 3:58 | 4:03 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 43; 2 12; 3 9 minutes past 10; 4 4; 5 4:03.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Count the small minute marks | 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 Read the time to the nearest minute | 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 |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Forgetting the small marks. Count in fives, then the single marks.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Count minute marks with a finger.
- 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.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: count the small minute marks; read the time to the nearest minute; say minutes past and minutes to; write the time in numbers.
Prerequisite knowledge. Lessons 1 and 2.
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. 35–45 minutes.
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 with 60 marks. 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.
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. Forgetting the small marks. Count in fives, then the single marks.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Count minute marks with a finger. 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
Alignment is pending verification and no external 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. Specific standard codes will be added once checked against the official documents.