Virginia SOL 1.MG.3.e
The Standard
Describe the location of the minute hand relative to time to the hour and half-hour on an analog clock.
Virginia Standards of Learning for Mathematics · The student will demonstrate an understanding of the concept of passage of time (to the nearest hour and half-hour) and the calendar.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the minute hand and connect its position to exact-hour and half-hour times. They decide whether a clock shows an exact hour or halfway to the next hour.
What Mastery Looks Like
- Students identify the minute hand on mixed clock faces. They explain that it points to 12 at an exact hour and to 6 halfway through an hour.
Common Misconceptions
- Students may confuse the minute hand with the shorter hour hand. They may think a minute hand pointing to 6 means six minutes or call 6:30 six o’clock.
How to Assess It
- Give students clock faces labeled 4:00 and 4:30. Have them draw each minute hand and explain why it points to 12 or 6.
Lesson moves
Ways to Teach It
Give students mini clocks and call out times such as 2:00 and 2:30 for them to set and explain.
Ask, “How does the minute hand help you tell 7:00 from 7:30?” and have partners share answers.
Play Clock Sort by having students place clock cards under the headings Exact Hour or Half Past.
Use a classroom schedule to mark when lunch begins and when recess ends, then identify each minute hand position.
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Printable 1.MG.3.e Worksheet
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Related Standards
- 1.MG.3.d
Describe the location of the hour hand relative to time to the hour and half-hour on an analog clock.
- 1.MG.3.f
Match the time shown on a digital clock to an analog clock to the hour and half-hour.
- 3.MG.3.a
Tell and write time to the nearest minute, using analog and digital clocks.
- 1.MG.3.c
Tell time to the hour and half-hour, using analog and digital clocks.
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