Georgia 2.MDR.6.1
The Standard
Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.
Georgia's K-12 Mathematics Standards · Solve real-life problems involving time and money.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read analog and digital clocks in five-minute intervals and record matching times. They use a timeline to estimate and find how long an event lasts when times begin and end on an hour or half hour.
What Mastery Looks Like
- A student correctly reads a clock such as 7:35 and writes the time with proper notation. The student estimates a duration, marks time jumps on a timeline, and finds the elapsed hours or half hours.
Common Misconceptions
- Students may count clock numbers as single minutes instead of groups of five. They may write 3:5 instead of 3:05 or misread the hour hand near the next hour. On timelines, they may count endpoints rather than the intervals between them.
How to Assess It
- Use an exit ticket with an analog clock showing 4:25 and a timeline from 2:00 to 3:30. Students write the clock time, estimate the duration, then find the exact elapsed time.
Lesson moves
Ways to Teach It
Give pairs geared clocks and time cards; one student builds each time, and the partner writes the matching digital time.
Ask students to explain, with a clock drawing, how the hour hand shows that 6:55 is almost seven o'clock.
Play Time Match Memory with analog clock cards, digital time cards, and matching pairs placed face down.
Use the class schedule to build a timeline from 9:00 to 10:30, then find how long each activity lasts.
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Printable 2.MDR.6.1 Worksheet
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