2.MD.C.7 - About the Math, Learning Targets, and Increasing Rigor

Grade 2 Measurement and Data

2.MD.C.7

About the Math

Full Standard

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

2nd Grade Students Learning 2nd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 Report Card Measurement Topic: Demonstrates understanding of measurement concepts.
1st Grade Students Learning 2nd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 Report Card Measurement Topic: Demonstrates understanding of measurement concepts.

 

About the Math

Skills and concepts below are learning goals for this standard.

Understanding the meaning of time is an abstract concept. Second-grade students need to first understand that time is the duration of an event from start to finish.

  • Explain the difference between a.m. and p.m.

bacon & eggs Students should explain that 24 hours are split into two 12-hour segments. They are described as A.M. and P.M. Students should be able to identify things that happen in the A.M (eating breakfast) versus those that happen in the P.M. (eating dinner).

  • Translate time on an analog clock to a digital clock. 
  • Draw hands on an analog clock using time on a digital clock (minutes displayed in multiples of 5) 
  • Write the time and draw in the hands on an analog clock when someone tells me what time it is to the nearest 5 minutes.

Reading an analog clock is like learning how to read a dial-type instrument. Digit clocks help students read the time but do not support students understanding of time. When reading 6:55 students on an analog clock can see that 6:55 is almost seven o'clock. When reading 6: 55 on a digit clock students need to know that this is 5 minutes away from 7:00 because time is based on a 60-minute place value system. Keep in mind that drawing hands on an analog clock can be challenging for some students. Be sure to ask them to justify their drawings to ensure the accuracy of understanding - especially when a picture may appear flawed. 

  • Describe special terms such as: half past, quarter after/past, quarter to, minutes after/past, minutes to.

Certain times are described in certain ways. Those terms include half past, quarter after, and so on. Students should be able to relate those terms to time on a clock. More importantly, they should understand how those terms describe time. For example, half past means that the time is "half past" the hour. Terms not identified in the learning target can also be shared including "top of the hour." Keep in mind that this learning target is not a major concept.

 Essential vocabulary for this standard includes analog clock, digital clock, a.m., p.m., half, quarter, a.m, p.m., second, minute, and hour. 

 

Progression of Standard within Grade 2

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4

NOTE: Reinforce through routines.

  • Translate time on an analog clock to a digital clock. 
  • Draw hands on an analog clock using time on a digital clock (minutes displayed in multiples of 5) 
  • Write the time and draw in the hands on an analog clock when someone tells me what time it is to the nearest hour and half-hour 

 

(from grade 1)

NOTE: Teach and reinforce through routines.

  • Translate time on an analog clock to a digital clock. 
  • Draw hands on an analog clock using time on a digital clock (minutes displayed in multiples of 5) 
  • Write the time and draw in the hands on an analog clock when someone tells me what time it is to the nearest quarter-hour.
  • Describe special terms such as: half past, quarter after/past, quarter to, minutes after/past, minutes to.

NOTE: Teach and reinforce through routines.

  • Explain the difference between a.m. and p.m.
  • Translate time on an analog clock to a digital clock. 
  • Draw hands on an analog clock using time on a digital clock (minutes displayed in multiples of 5) 
  • Write the time and draw in the hands on an analog clock when someone tells me what time it is to the nearest quarter-hour..
  • Describe special terms such as: half past, quarter after/past, quarter to, minutes after/past, minutes to.
  • Explain the difference between a.m. and p.m.
  • Translate time on an analog clock to a digital clock. 
  • Draw hands on an analog clock using time on a digital clock (minutes displayed in multiples of 5) 
  • Write the time and draw in the hands on an analog clock when someone tells me what time it is to the nearest 5 minutes.
  • Describe special terms such as: half past, quarter after/past, quarter to, minutes after/past, minutes to.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 1 Grade 
  • Tell and write time in hours and half-hours (1.MD.3)

This concept is not taught after grade 2. Students are expected to apply the standard proficiently.

 

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction.

  • A number routine to facilitate prior to this unit or at the start of the unit could be count around the circle by skip counting by 5's.
  • Show students the teacher analog clock. Pose questions such as what do you notice about the clock? What do the numbers on the clock represent? What can you tell me about the larger hand? What can you tell me about the smaller hand? Now move the hands around to show a few hours of elapsed time. Ask students what the noticed happened to the long hand and what happened to the short hand?
  • Pair students up and distribute one small clock to them. Have one partner state a time and have the other partner move the hands of the clock to display that time. Have the partner check the clock for accuracy.
  • Ask students how is a clock like the number line below?
    image.png 
  • If math class is finished at 11:45, what will the clock look like at that time?
  • Pose a question such as what could a student be doing at 1:00 PM on a Saturday. Have pairs generate answers and share out. How about 1:00 AM?
  • If a cell phone alarm beeps every 5 minutes, how many times will it beep in 1 hour? In 30 minutes? In 2 hours?
  • You eat dinner between 5:00 p.m. and 7:00 p.m. What are some possible times you can eat? (teacher can ask to the hour/half hour, quarter hour, 5 minutes)
  • What difference do you notice between the hour hands for 6:25 and 6:55? Why does it change?
  • To make 4:45, how can you use your knowledge of equal parts to figure out where to draw the minute hand?
  • What is the difference between 12 a.m. and 12 p.m.? (not just morning and night) What might you be doing at these times?
  • When you are sleeping, are you sleeping in the a.m., p.m., or both? Explain your thinking.

 

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 13 • Time and Data

Telling time:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. [NOTE: NCTM membership required for access to Illuminations lessons.]

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics K-3 243 (Which Takes Longer, Activity 8.16)

Hands-On Standards

 1-2 126-127 (Time to Half Hour)
128-129 (Time to Five Minutes)

Hands-On Standards

 3-4 134-135 (Telling Time, pages 134-135
Groundworks: Reasoning About Measurement

2

 

 

64-70 (Make Two Feet)
83-85 (Who am I?)

56-62 (Make a Yard (Grade 3 book))

 
Brain-Compatible Lessons for Mathematics

2-3

92-95 (Tic-Tac-Time (quarter hour))
96-98 (Race for Time)
Brain-Compatible Lessons for Mathematics

K-1

126-130 (Tick-Tock at the Clock Shop (half hour))
Number Sense

1-2

35-36 (Time Out)
Read it, Draw it, Solve it

2

137

138

153

Math In Practice

Teaching Second-Grade Math

2

Module 11

 

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

 

 

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Assessment

Full Standard

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m

 

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

 

2nd Grade Students Learning 2nd Grade Standards by Measurement Topic

Demonstrates understanding of measurement concepts

Quarter 4

  • Tell and write the time from digital and analog clocks to the nearest 5 minutes.
  • Explain the difference between a.m. and p.m.

 

1st Grade Students Learning 2nd Grade Standards by Measurement Topic

Demonstrates understanding of measurement concepts

Quarter 4

  • Tell and write the time from digital and analog clocks to the nearest 5 minutes.
  • Explain the difference between a.m. and p.m.

 

2MD7 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Screenshot 2023-06-12 104305.png

Rubric for Tasks (pdf) Links to an external site.

 

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

 

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.