Georgia 3.MDR.5.2
The Standard
Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock.
Georgia's K-12 Mathematics Standards · Solve real-life, mathematical problems involving length, liquid volume, mass, and time and analyze graphical displays of data to answer relevant questions.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read an analog clock by tracking the hour hand, minute hand, and minute marks. They write the exact time and choose the closest quarter-hour estimate.
What Mastery Looks Like
- Students correctly read and write an analog clock time, including when the hour hand sits between numerals. They estimate to the closest quarter hour and explain which quarter-hour mark is nearest.
Common Misconceptions
- Students may confuse the hour and minute hands or count minute marks as single hours. They may place the hour hand directly on a numeral when the time is partway through the hour. They may also round to the closest multiple of five instead of the closest quarter hour.
How to Assess It
- Show an analog clock set to 4:38. Ask students to write the exact time, estimate it to the nearest quarter hour, and explain their estimate.
Lesson moves
Ways to Teach It
Give pairs movable clocks, call out times such as 7:18, and have students set each clock and label the nearest quarter hour.
Show a clock at 2:07 and ask, “Is 2:00 or 2:15 the better estimate?” Students defend their choice in writing.
Play Clock Match with cards showing analog clocks, exact digital times, and quarter-hour estimates that students must group correctly.
Use a classroom schedule and analog clocks to record activity start times, then estimate each start time to the nearest quarter hour.
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Printable 3.MDR.5.2 Worksheet
A ready-to-print activity worksheet aligned to 3.MDR.5.2, with an answer key for the teacher on its own page. No account needed.
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