Year 2 - Maths
Tell and write the time to five minutes past and to on a clock face
Time: write and tell the time to five minutes
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will consolidate their understanding of time by comparing and sequencing intervals of time. They will learn to write the time to 5 minutes, including quarter past/quarter to
Lesson Summary
You will learn to tell and write the time to five minutes 'past' and 'to' on a clock face.
Key Notes
- When telling and writing the time to five minutes past and to on a clock face, both the hour and minute hand are used.
- When we go past the half hour, we often say how many minutes to the next hour.
- We can use how many minutes 'past' to help us say how many minutes 'to'.
Vocabulary To Learn
- Hour: A unit of time equal to one of 24 equal parts of the day. An hour is equal to 60 minutes.
- Minute: A unit of time equal to 60 seconds. There are 60 minutes in an hour.
- Minutes past: The number of minutes that have gone past the hour (up to 30 minutes past).
- Minutes to: The number of minutes there are to the next hour (after 30 minutes past).
Common Mistakes To Avoid
- The 10 on a clock is unusual as when the minute hand is pointing to 10, it is 10 minutes to the next hour. Pupils may overgeneralise, thinking, for example, when it points to 9, it is 9 minutes to.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
When telling and writing the time to five minutes past and to on a clock face, both the hour and minute hand are used. When we go past the half hour, we often say how many minutes to the next hour.
2. Use this key word in a maths sentence and explain it clearly. 'Hour'
A unit of time equal to one of 24 equal parts of the day. An hour is equal to 60 minutes. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: The 10 on a clock is unusual as when the minute hand is pointing to 10, it is 10 minutes to the next hour. Pupils may overgeneralise, thinking, for example, when it points to 9, it is 9 minutes to. Correction: As with many mathematical ideas, regular exploration and practise outside of the lesson is key to truly understanding them. Take frequent opportunities to count in five-minute intervals on a clock using minutes past and minutes to.
More Lessons In This Unit
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