Virginia SOL 2.MG.2.a
The Standard
Identify the number of minutes in an hour (60 minutes) and the number of hours in a day (24 hours).
Virginia Standards of Learning for Mathematics · The student will demonstrate an understanding of the concept of time to the nearest five minutes, using analog and digital clocks.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify how many minutes make one hour and how many hours make one full day. They connect these facts to analog clocks and daily schedules.
What Mastery Looks Like
- Students quickly state both time relationships and use the correct units. They can explain that the hour hand travels around an analog clock twice during one full day.
Common Misconceptions
- Students may say an hour has 100 minutes because most place value work uses groups of ten. They may think a day has 12 hours because an analog clock shows 12 numbers.
How to Assess It
- Give an exit ticket: “Complete: 1 hour = ___ minutes. 1 day = ___ hours. Why does a clock show only 12 numbers?”
Lesson moves
Ways to Teach It
Place 60 counters in groups of five around a paper clock, then count the groups to confirm the total minutes.
Ask students to write: “Why does an analog clock show 12 numbers when a full day has more hours?”
Play a matching game with cards showing time units, including one hour, 60 minutes, one day, and 24 hours.
Build a 24-hour class timeline with familiar events such as waking, lunch, dismissal, dinner, sleeping, and the next morning.
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Printable 2.MG.2.a Worksheet

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Related Standards
- 4.MG.2.a.i
the starting time and the ending time, determine the amount of time that has elapsed in hours and minutes;
- 1.MG.3.b
Describe the units of time represented on a clock as minutes and hours.
- 1.MG.3.f
Match the time shown on a digital clock to an analog clock to the hour and half-hour.
- 1.MG.3.c
Tell time to the hour and half-hour, using analog and digital clocks.
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