DRAFT UNIT: Grade 2 Work with Time and Money
Model Lesson Plan
Model lesson plans should be adapted to meet the needs of your individual students.
Background Information
Content/Grade Level
Mathematics/Grade 2
Domain—2.MD-Measurement and Data
Cluster: Work with Time and Money
Unit
Work with Time and Money
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Essential Questions/Enduring
Understandings Addressed in
the Lesson
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Standards Addressed in This
Lesson
What is the purpose of standard units of measurement?
Why is it important to tell time?
What is measured when we are telling time?
What are the tools of measurement for time and how are they used?
What are the units of time and how are they used in our daily lives?
How do units within a system relate to each other?
When is an estimate more appropriate than an actual measurement?
What strategies help estimate measurements?
How do I make an estimate for a length of time for a determined event and know if the
estimate is reasonable?
What is the difference between length of time and time of day?
How do I determine the duration of time intervals in hours and minutes?
The choice of measurement tools depends on the measurable attribute and the degree of
precision desired.
Being able to tell time is a critical life skill.
Time and money have distinct attributes that can be measured.
Time and money can be measured and have value.
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m.
and p.m.
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In first grade students tell and write time in-hours and half hours using analog and digital clocks.
In second grade the expectation is that students will tell and write time from analog and digital
clocks to the nearest five minutes, using am and pm.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
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DRAFT UNIT: Grade 2 Work with Time and Money
Lesson Topic
Relevance/Connections
Tell time to the nearest five minutes, using a.m. and p.m.
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Learning to tell time is often challenging for children. In order to read an analog clock,
they must be able to read a dial-type instrument. Furthermore, they must realize that the
hour hand indicates broad, approximate time while the minute hand indicates the minutes
in between each hour. As students experience clocks with only hour hands, they begin to
realize that when the time is four o’clock, four-fifteen, or four forty-five, the hour hand
looks different—but is still considered “four.” Discussing time as “about 4 o’clock,” “a little
past 4 o’clock” and “almost 4 o’clock” helps build vocabulary to use when introducing
time to the nearest five minutes.
Introducing the terms ‘quarter after’ and ‘quarter of’ can be confusing for students since
the coin ‘quarter’ is taught during the time and money unit to represent 25 cents.
Therefore, it requires careful and clear explanation to students. It is important to show
that the clock can be divided into four equal 15-minute sections, or quarters, just as a
dollar equals four quarters. Students need to understand that thinking that the phrase
‘quarter of’ is 25 minutes of the hour is incorrect. It vital to help students see that ‘quarter
of’ is the same as ‘fifteen minutes of’ and ‘quarter after’ is the same as ‘fifteen minutes
after’.
It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson
activities throughout the unit as appropriate. It is not the expectation that all eight
Mathematical Practices will be evident in every lesson. The Standards for Mathematical
Practices make an excellent framework on which to plan your instruction. Look for the
infusion of the Mathematical Practices throughout this unit.
Student Outcomes
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Students will tell time to the nearest five minutes.
Students will develop an understanding of concepts of time and the way it is measured.
Prior Knowledge Needed to
Support This Learning
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1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
2.NBT.2 Count within 1000: skip count by 5s, 10s, and 100s.
Method for determining student
readiness for the lesson
Pre-assess students’ ability to do the following:
 Skip count by 5s and 10s.
 Tell time to the nearest hour and half hour using analog and digital clocks.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 2 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Materials
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Judy Clocks (one per student)
Large Judy Clock (one for teacher, optional)
Chart paper
Resource Sheet 1: Clock Matching Cards, cut and bagged (one set per student)
Resource Sheet 2: Directions to make the Number Line Clock for use in Activity 1
Math Journals
Various clocks, both analog and digital
Three sets of Number Cards (one of each set per class)
○ Resource Sheet 3: Class Clock Hour Cards
- one set run on yellow paper with the numbers 1 – 12 to be used in Activities 1
and 2)
- one set run on blue paper with the numbers 1 – 12 to be used in Activity 2
○ Resource Sheet 4: Class Clock Minute Cards (one set run on white paper with
numbers skip counting by 5 from 5 through 60 to be used in Activity 1)
Cut out a large minute hand and a large hour hand out of bulletin board paper or
construction paper to be used in Activity 1 on the large class clock created on the floor
(laminated, if possible).
Paper
Resource Sheet 5: Comparing Clocks (one copy per student)
Photographs of people doing various activities at different times during the daytime and
evening or nighttime
Resource Sheet 6: From A.M. to P.M. and From P.M. to A.M. Arrows (cut out for use
with Class Floor Clock) – either run in color or color the arrows yellow and blue for a.m.
and p.m.
Paper Plates
Markers
Brads
Resource Sheet 7:Hour and Minute Hands
Resource Sheet 8: Show My Time Game
Five Minutes’ Peace by Jill Murphy or Just a Minute by Teddy Slater
Resource Sheet 9: Visit to the Park (one copy per student)
Resource Sheet 10:Telling Time (one copy per student)
Interactive white board with access to virtual manipulatives (optional)
Kitchen timers and/or stop watches (one per pair of students)
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 3 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
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Word wall (Somewhere in the classroom display words as they are introduced. This
would include but not be limited to words such as hour hand, minute hand, digital clock,
analog clock, clock face, clockwise, etc.).
Learning Experience
Component
Warm Up
Details
A few days prior to beginning the unit, complete the
following as a pre-assessment:
 Ask students to pair up and sit back to back on the
rug or floor. Distribute a Judy Clock to each
student.
 Allow time for students to explore and discuss the
clocks with one another.
 Write times that are to the hour and half hour on
the board as a review from 1st grade.
 The students use Judy Clocks to show the given
time.
 Once students have found the correct time on their
Judy Clocks, ask them to have their partner check
to see if they are correct. Circulate around the
room taking notes and asking students questions.
 Note whether or not students position the hands
correctly on the clocks and allow time for
discussion if necessary.
 Time permitting, allow students to continue to work
with their partners. Students should take turns
telling the time and showing the time on their Judy
clocks.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
How will this experience help
students to develop proficiency
with one or more of the Standards
for Mathematical Practice? Which
practice(s) does this address?
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Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with Mathematics.
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express regularity in
repeated reasoning.
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DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
Warm up to the lesson:
 Distribute Clock Matching cards from Resource
Sheet 1 to each student.
 Allow students time to work independently to
match the cards.
 When the students have finished, they should find
a partner and share their matches.
 Students should discuss any matches that are
different and determine which partner has the
correct match.
 Things to look for as you circulate around the room,
taking anecdotal notes:
o Do students confuse the minute hand with the
hour hand?
o Do students correctly match the digital time
with the analog clock face?
 Have students share their matches and discuss
the activity. An interactive white board with virtual
clocks would be helpful, if available.
 Repeat this activity throughout the unit with
different types of clock matching cards in order to
assess students’ ability to tell time to the nearest
quarter hour and nearest five minutes.
http://www.worksheetworks.com/math/time/clockflash.html (Create clock flash cards)
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Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with Mathematics.
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express regularity in
repeated reasoning.
You may wish to alter this activity by dividing the sets
of cards up. Distribute the cards amongst the students.
Allow each student to find a partner with a match to his
or her card.
Motivation
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Ask students what it means to measure time.
Have students share their ideas about how they
might measure one minute’s time. (Use the ‘One
Mississippi, two Mississippi’ or ‘One one thousand,
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
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Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
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DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
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two one thousand approach, use a timer, etc).
Show students various analog and digital clocks.
Ask questions such as, “What are some differences
you notice between analog and digital clocks?
What are some similarities?”
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Activity 1
UDL Components
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Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
Formative Assessment
Summary
UDL Components
 Representation is present in the activity through
displaying information in varied formats (Judy
Clocks, a ‘Floor Clock’, standard analog and digital
clocks).
 Expression is present in the activity through
providing alternatives for physically responding
(using a Judy Clock or drawing pictures).
 Engagement is present in the activity through the
provision of a task that allows for active
participation and exploration.
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Prior to class, make the “Number Line Clock” by
following the directions on Resource Sheet 2.
Gather the students and lay down the “Number
Line Clock” as a straight number line.
Ask the students what they notice about the
number line. Accept all responses.
Ask where they might find these numbers in real
life. If needed have them look around the room to
find an object that we use throughout the day that
has these numbers.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
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Construct viable arguments and
critique the reasoning of others.
Model with Mathematics.
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express regularity in
repeated reasoning.
Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with Mathematics.
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express regularity in
repeated reasoning.
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DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
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Take the number line and curve it around until it
makes a clock. Allow time for students to react to
the clock and share what they know from looking at
it.
Stretch the number line out again but flip it over so
the numbers 5 – 60 are visible. Ask students what
they might represent (the time on the clock in
minutes).
Curve the number line around to make the clock
which displays the minutes. Have the students
count their way around the clock by skip counting
by 5s.
Distribute the yellow hour cards (1 – 12) from
Resource Sheet 3 to individual students. Ask them
to place them in a large circle on the floor to create
a clock for the class to use.
Find 12 other student volunteers and distribute the
white minute cards from Resource Sheet 4 with
intervals of the numbers five to sixty to each
student.
Ask the students to sit where their number would
be found on the class clock.
Have the students help one another figure out the
order in which they should sit. (The student with the
60 sits at the top of the “clock”, followed by the 5,
then the 10, etc.)
Ask each student to hold up his or her card. Call
on two additional student volunteers to be ready to
place the hands of the clock in the correct positions
once a time is shared. Distribute the hour hand and
the minute hand to the two volunteers.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
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DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
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Distribute Judy Clocks or paper to the rest of the
class.
Call out different times and have the two students
place the hands of the clock to show the time.
The entire class should verify whether or not the
hands are placed in the correct position to show the
time. Allow students to discuss why or why not the
hands are in the correct spot.
Students who are not volunteers in the floor clock
activity should use the Judy clocks to show the
correct time, or should be given paper and
encouraged to represent the times with drawings.
Ask students questions throughout the activity,
such as, “What might someone be doing at that
particular time of day?”
Allow students to explain what they think happens
to the hour hand when the minute hand moves
around the clock. For example, at five minutes
after four o’clock the hour hand is closer to the four
and the minute hand is directly on the five.
Ask where the hour hand would be at 30 minutes
after 4 o’clock? Elicit that the hour hand would be
halfway between the 4 and the 5 while the minute
hand would be on the 6 to represent 30 minutes.
Ask students what the clock would look like when it
is five minutes of five o’clock. Ask, “Why does the
hour hand move closer to the five? “
Discuss with students the fact that most analog
clocks do not display the number of minutes. For
example, 45 minutes is not shown as 45. Ask them
what number represents 45 minutes on an analog
clock.
Relate the numbers that represent the different
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 8 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
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five-minute intervals on the clock with skip counting
by fives by looking for patterns:
○ 1 - 5 minutes
○ 2 - 10 minutes
○ 3 - 15 minutes
○ 4 - 20 minutes
○ 5 - 25 minutes
○ 6 - 30 minutes
○ 7 - 35 minutes
○ 8 - 40 minutes
○ 9 - 45 minutes
○ 10 - 50 minutes
○ 11 - 55 minutes
○ 12 - 60 minutes
Students should rotate so that all students in the
class have had a chance to be part of the clock as
well as to use the Judy clocks to show the time.
Provide many opportunities for the students to
display various times using the floor clock and the
Judy clocks.
This is an activity you can come back to several times to
check for understanding. This activity can be done
outdoors, with students jumping to represent different
times in five minute increments.
Formative Assessment:
Distribute Resource Sheet 5: Comparing Clocks
Activity 2
UDL Components
 Representation is present in the activity through
UDL Components
the activation of prior knowledge of a number line
and the various colors used to represent night and
 Multiple Means of
day.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
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Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
Construct viable arguments and
Page 9 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
Representation
Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
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Expression is present in the activity through the
use of concrete materials.
Engagement is present in the activity through a
task that is designed so that the outcome is
authentic, communicates to a real audience, and is
purposeful.
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Formative Assessment
Summary
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critique the reasoning of others.
Model with Mathematics.
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express regularity in
repeated reasoning.
Warm up to the lesson:
 Show students photos of people doing various
activities. Ask them what time of day a person
might do a particular activity, and how they know
this.
 Ask students some questions, such as:
o “What types of things do you do in the morning
and what types of things do you do in the
evening?”
o “How do you know when it is morning, or a.m.,
and how do you know when it is
afternoon/evening, or p.m. when reading a
clock?”
 Ask students how many hours there are in a day.
Students may not realize a day is divided into 2
parts of 12 hours each, or that a year is made up of
365 days or 12 months.
Activity 2:
 Using the yellow hour cards (1 -12) from Resource
Sheet 3, lay out a class clock on the floor. Ask the
class at what point on the clock does ‘daytime’
begin. Allow time for students to share their
thinking.
 Move around the clock focusing on the a.m. yellow
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 10 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
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cards. When you arrive at 12 o’clock, ask the
students, “Is it still a.m. or does it change to
something else?” “If it changes, what does it
become?” Again, allow the students time to share
their thinking.
Model the change from a.m. to p.m. by adding the
arrow with the blue triangle from Resource Sheet 6
above the yellow card with 12 at the top of the
clock (moving from yellow [a.m.] to blue [p.m.]).
As you talk about how it is now p.m. or afternoon,
lay out the blue cards (1 – 12) from Resource
Sheet 3 around the clock to represent the p.m.
(afternoon, evening, & night ) hours.
As you lay out the blue cards, working your way
around the clock, ask the class “When we arrive at
12:00 now, will it still be p.m.? If not, what does it
change to?” Help students see that we now move
into a new day and a.m. with the start of that day.
Remove the first arrow used and lay down the
arrow with the yellow triangle from Resource Sheet
6 above the blue card with 12 at the top of the
clock (moving from blue [p.m.] to yellow [a.m.]).
FOCUS ON MIDNIGHT AND NOON - Allow time
for students to share their thinking about how it
moves from a.m. to p.m. and p.m. to a.m. around
the clock. Help them understand that we switch
from a.m. to p.m. at noon and switch from p.m. to
a.m. at midnight.
Extension Activity:
 Students work with a partner to create an analog
clock using paper plates and the hour and minutes
hands from Resource Sheet 7, markers, and brads.
 Students work in pairs to play the “Show My Time
Game” (Resource Sheet 8).
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 11 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
Students should continue to be allowed many
opportunities to use the clocks to tell time to the
nearest five minutes.
Formative Assessment:
 Have students write in their journals or make a
poster about the activities they do at different times
during the day and night.
Activity 3
UDL Components
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Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
UDL Components
 Representation is present in the activity through
the use of varied displays of information, including
literature and a chart to record students’ ideas.
 Expression is present in the activity through the
use of concrete materials and, when possible,
virtual manipulatives.
 Engagement is present in the activity through the
invitation to use personal response, evaluation,
and self-reflection to the activity through
discussion and through the formative assessment.
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Read the book Five Minutes’ Peace by Jill Murphy
or Just a Minute by Teddy Slater aloud to the class.
 Allow time for students to share their thinking about
Formative Assessment
the story.
Summary
 Ask a student volunteer to show you what it looks
like on a large Judy clock when it is about twelve
o’clock. If virtual manipulatives are available, they
should be provided as an option.
 Allow students to share what they might be doing
at that time on a school day. Record students’
answers on chart paper. Ask students to tell you
how many more minutes until it is a quarter after
12, and how many minutes until it is one o’clock,
etc.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
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Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with Mathematics.
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express regularity in
repeated reasoning.
Page 12 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Learning Experience
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Ask students to share what they have learned
about the function of the hour hand and the minute
hand. Record students’ ideas on chart paper.
Distribute Judy Clocks and Resource Sheet 9: Visit
to the Park. Ask students to work with a partner to
complete the Resource Sheet.
When students have completed the Resource
Sheet, ask them to explain their partner’s
responses to the class. Students should have the
opportunity to ask questions of their classmates
and to clarify thinking about what makes a
response reasonable.
Formative Assessment:
 Have students answer the following question in
their math journals: If you had a watch with only
one hand, would you rather have the hour or the
minute hand? Explain why.”
Closure
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Ask students to work in groups to generate a list of
why it might be important to tell time.
Allow time for a group to share their list as you
record the students’ ideas on chart paper.
Ask other groups if they can add anything new to
the list.
Place the list in the math center or in a visible area
to refer back to throughout the unit.
Ask each student to complete Resource Sheet 10:
Telling Time.
Allow time for sharing and discussion.
Supporting Information
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 13 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Interventions/Enrichments
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Students with
Disabilities/Struggling
Learners
ELL
Gifted and Talented
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Technology
Resources
For the formative assessment in Activity 1 (Clock matching cards), modify the cards based
on each student’s needs. Some students will need review of the half hour and hour and will
need fewer cards to begin with.
Prepare cardstock sets of cards for the months of the year; the days of the week, hours in a
day, etc. Students can order these.
Set the timer for five minutes and ask students to listen for the timer to go off (use the timer
in this manner throughout the school year, if desired).
Add phrases to Resource Sheet 1: Clock Matching Cards, so that students have to match
not only the digital and analog times, but also the written phrase, such as “half past ten”.
Do activities in the gym or outdoors which can be timed with a stop watch.
Make large puzzle pieces on cardstock of three or four representations for the same time.
Laminate.
Investigate clocks with only an hour hand or only a minute hand.
Ask students to keep a journal of different activities they do for the day. They should draw
analog clock representing the times as well as write the times using words.
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http://www.oswego.org/ocsd-web/games/ClassClock/clockres.html Interactive analog and
digital clocks
 http://www.worksheetworks.com/math/time/clock-flash.html Create clock flash cards
 http://illuminations.nctm.org/lessons/magnificentmeasurement/MagnificentMeasurementOH-MakingClocks.pdf Make an analog clock
 http://www.ictgames.com/hickory4.html Hickory Dickory clock game
 http://www.busyteacherscafe.com/themes/time.html Making a human clock and other timerelated activities
 http://www.teachingtime.co.uk/index.html Time activities
 http://www.ixl.com/math/grade-2/match-analog-and-digital-clocks Matching time
 http://www.ixl.com/math/grade-2/compare-clocks Compare clocks
See Unit resources link
(must be available to all
stakeholders)
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 14 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 15 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 1 (1 of 2)
Clock Matching Cards
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 1 (2 of 2)
Clock Matching Cards
12:00
4:00
11:30
1:00
3:00
5:00
7:00
10:30
8:00
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 2 (1 of 4):
Directions to Make Number Line Clocks
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Cut index cards of two different colors in half lengthwise
(6 cards of each color).
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Punch a hole in the end of each half card.
Lay out the cards in a straight line alternating colors.
Number the cards from 1 to 12 on the left-hand side of the cards
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Turn the cards over and number them in the left-hand corner skip counting by fives from 5 to 60.
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DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 2 (2 of 4):
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Directions to Make Number Line Clocks
Turn the cards back over to the sides numbered from 1 – 12 (the Hour Side). Connect the cards
with brads and stretch them out in a straight ‘number line’.
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During Activity 1, you will begin with the cards in a straight number line. Then you will move
them around to make a circle like this:
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When working with minutes instead of hours, simply flip the number line clock over.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 2 (3 of 4)
Directions to Make Number Line Clocks
Another version of the Number Line Clock uses raised hour cards, stickers as minute markers, and pipe
cleaners as hour and minute hands.

Katherine Cooke, Educator from Cecil County shared these pictures taken during a lesson with
her students.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 2 (4 of 4)
Directions to Make Number Line Clocks
Here are pictures of students using the clock during the lesson:
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 3
Class Clock Hour Cards
Directions: Run one set on yellow paper and one set on blue paper.
1
2
3
4
5
6
7
8
9
10 11 12
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 4
Class Clock Minute Cards
Directions: Run one set on white paper.
5
10 15
20 25 30
35 40 45
50 55 60
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 5
Comparing Clocks
Name: _______________________________________
The clocks show the times for three different activities that Elroy did after lunch
on Saturday.
Write the time next to each activity below to show which time he most likely did
each of them.
_________ Baseball Practice
_________ Ate Dinner
_________ Sleeping Soundly
Explain how you know you are correct. You may use the back if necessary.
__________________________________________________________
__________________________________________________________
__________________________________________________________
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 6
From A.M. to P.M. and From P.M. to A.M Arrows
from a.m. to p.m.
from p.m. to a.m.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 7
Hour and Minute Hands
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 26 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (1 of 8)
Show My Time Game
Directions:
 Find a partner to play this game.
 Use your paper plate clock and the Time Cards.
 Lay the cards face down in a pile on the table or
floor.
 Partner 1 chooses a card and shows it to his
partner.
 Partner 2 displays the time on the card on her paper
plate clock.
 Partner 1 tells if the time is correct or not.
 If correct, Partner 2 gets a counter.
 Partners trade roles and continue to play.
 The partner with the most counters at the end of the
game is the winner.
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (2 of 8)
Show My Time Game
1:00
1:05
1:10
1:15
1:20
1:25
1:30
1:35
1:40
1:45
1:50
1:55
2:00
2:05
2:10
2:15
2:20
2:25
2:30
2:35
2:40
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (3 of 8)
Show My Time Game
2:45
2:50
2:55
3:00
3:05
3:10
3:15
3:20
3:25
3:30
3:35
3:40
3:45
3:50
3:55
4:00
4:05
4:10
4:15
4:20
4:25
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (4 of 8)
Show My Time Game
4:30
4:35
4:40
4:45
4:50
4:55
5:00
5:05
5:10
5:15
5:20
5:25
5:30
5:35
5:40
5:45
5:50
5:55
6:00
6:05
6:10
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (5 of 8)
Show My Time Game
6:15
6:20
6:25
6:30
6:35
6:40
6:45
6:50
6:55
7:00
7:05
7:10
7:15
7:20
7:25
7:30
7:35
7:40
7:45
7:50
7:55
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (6 of 8)
Show My Time Game
8:00
8:05
8:10
8:15
8:20
8:25
8:30
8:35
8:40
8:45
8:50
8:55
9:00
9:05
9:10
9:15
9:20
9:25
9:30
9:35
9:40
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (7 of 8)
Show My Time Game
9:45
9:50
9:55
10:00
10:05
10:10
10:15
10:20
10:25
10:30
10:35
10:40
10:45
10:50
10:55
11:00
11:05
11:10
11:15
11:20
11:25
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 8, (8 of 8)
Show My Time Game
11:30
11:35
11:40
11:45
11:50
11:55
12:00
12:05
12:10
12:15
12:20
12:25
12:30
12:35
12:40
12:45
12:50
12:55
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 9 (page 1 of 2)
Visit to the Park
Name: __________________________________
1. Achima’s family visited the park. Her family arrived at the park at 11:35. On the clock below, draw the
hour hand and minute hand to show what the time Achima’s family arrived at the park.
2. If Achima’s family had stayed at the park for another hour, what time would they have left?
______________________________
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 35 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Resource Sheet 9 (page 2 of 2)
Visit to the Park
3. Achima’s grandmother came over to have dinner with Achima’s family at 5:45 pm. Her grandmother
stayed for two hours. On the clock below, draw the hour hand and minute hand to show what time
Achima’s grandmother left Achima’s house.
4. Write the time Achima’s grandmother left Achima’s house using words:
_______________________________________________________
DRAFT Maryland Common Core State Curriculum for Grade 2
July 10, 2012
Page 36 of 37
DRAFT UNIT: Grade 2 Work with Time and Money
Telling Time
Resource Sheet 10
Name: ____________________________________
Read the times given and draw the hour and minute hands in the
correct position.
11
12
11
1
10
3
8
6
3
8
12
7
11
9
3
4
6
5
12
1
10
2
8
6
It is six twenty-five.
1
10
7
4
5
It is ten after four.
11
2
9
4
7
1
10
2
9
12
5
It is fifteen of eleven
DRAFT Maryland Common Core State Curriculum for Grade 2
2
9
3
8
4
7
6
5
It is twenty minutes until one.
July 10, 2012