Around-the-Clock Number Line Mini Poster Reproducible
Around-the-Clock Number Line Poster
Name
This Really Good Stuff® product includes:
• Two-sided Around-the-Clock Number Line Poster,
Write Again® wipe-off laminate
• This Really Good Stuff® Activity Guide
Congratulations on your purchase of this Really Good
Stuff® Around-the-Clock Number Line Poster—an
engaging, interactive poster to help you teach your
students how to tell time in five- and one-minute
increments, find quarter past, half past, and quarter to
the hour, and compute elapsed time on an analog clock.
This Really Good Stuff® Around-the Clock Number Line
Poster is aligned with the following Common Core State
Standards for Mathematics:
Measurement and Data
1.3
Tell time and write time in hours and half-hours using analog
and digital clocks.
2.7
Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
3.1
Tell and write time to the nearest minute and measure
time intervals in minutes. Solve word problems involving
addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
Assembling and Displaying the Around-the-Clock
Number Line Poster
Before displaying the Around-the-Clock Number Line
Poster, make copies of this Really Good Stuff® Activity
Guide, cut apart the reproducibles, and file the pages for
future use. Or, download another copy of it from our Web
site at www.reallygoodstuff.com. Hang the Poster where
students will be able to see and interact with it easily.
The surface of the Poster is designed to be written on
with a dry erase marker. Have a dry erase marker and
eraser readily accessible.
Introducing the Around-the-Clock Number Line Poster
Display the green-bordered side of the Around-the-Clock
Number Line Poster where it is accessible to students.
Place a dry erase marker and an eraser on a table near
the Poster. Gather students around the Poster. Explain
to them that you have a great tool to help them learn
and practice telling time on an analog clock. Using the
dry erase marker, draw a short hour hand on the clock
pointing to the six. Explain that the short hand you have
just drawn tells the hour, and that it moves very slowly
around the face of the clock. Then, draw a longer minute
hand pointing to the 12. Remind students that when
the long minute hand is pointing straight up to the 12,
it is the beginning of an hour, or “o’clock.” Demonstrate
how to write this in digital format (6:00). Explain to
students that the minute hand will move around the face
of the clock to show time past the hour. Further explain
that the face of a clock is like a number line that has
been formed into a circle, so counting the minutes past
each hour is quite simple. Begin erasing and redrawing
the minute hand, in a clockwise fashion to show 1 minute
past 6 o’clock, 2 minutes past 6 o’clock, and so on.
Ask students if they notice anything when the minute
hand reaches 5 minutes past 6 o’clock. Guide students
to identify that when a clock shows 6:05, the minute
hand is on the numeral 1, which stands for one group of
5 minutes. Use a dry erase marker to jump along the
number line to the number 5 as the students count with
you. Continue on to show them that when a clock shows
6:10, the minute hand is on the numeral 2, or “2 groups
of 5 minutes”, and jump along the number line to the
number 10 as the students count. Also, demonstrate
how to write these times in digital format, identifying the
“hour” and the “minutes past the hour” in this format.
This activity can be repeated using other hours.
Using the Around-the-Clock Number Line Poster to Tell
Time in 15-Minute Increments
Display the blue-bordered side of the Around-the-Clock
Number Line Poster. Ask students if they can spot the
difference between the green-bordered side of the Poster
and the blue-bordered side of the Poster. Guide them to
notice that every 15 minutes after the hour is highlighted
as opposed to every 5 minutes after the hour. Draw a
short hour hand pointing just past the nine. Tell students
that you are going to draw the minute hand and that
they can tell that the hand will be placed to show 15
minutes “after nine o’clock”. (A clue is that the hour
hand is past the hour of nine.) Draw the long minute
hand pointing to the 3 to show 9:15. Use a dry erase
marker to jump along the number line to the number 15
as students count with you. Show students that the
minute hand has moved a quarter of the way around the
clock face, so 9:15 could also be called “quarter past 9”
or “quarter after 9.”
Tell students that it is now quarter past nine. Ask them,
“Where will the minute hand be in 15 minutes?” Guide
them to identify that the minute hand will be on the 6 to
show 9:30. Use the marker to continue along the number
line to the number 30 as students count with you. Share
with them that the minute hand has moved halfway
around the clock face, so this time could also be called
All activity guides can be found online.
Helping Teachers Make A
161602 RGAG.indd 1-2
Difference®
© 2013 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B-XXXX
®
Helping Teachers Make A
Difference®
© 2013 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B
®
I Can Tell Time! Reproducible
Around-the-Clock Number Line Poster
“half past 9”. (You could also adjust the hour hand so it
is exactly halfway between the 9 and the 10.)
Tell students that it is now half past nine. Ask them
“Where will the minute hand be in 15 minutes?” Guide
them to identify that the minute hand will be on the 9 to
show 9:45. Use the marker to continue along the number
line to the number 45 as students count with you. Share
with them that the minute hand is only a quarter of the
way away from the 12 and when it arrives on the 12 it will
be 10 o’clock. Therefore 9:45 could also be called “quarter
to 10”. (You can also adjust the hour hand so it is almost
on the 10.)
Using “Jumps” to Tell Time
While displaying the green-bordered side of the Poster,
gather students around it. Have a dry erase marker and
eraser readily available. Also, have a whiteboard or chart
paper close by on which to write times shown on the
clock in digital format. Explain to the students that they
can tell time on an analog clock very quickly by “ jumping
by fives”. Draw the short hour hand pointing just after
the numeral 10. Draw the long minute hand pointing to
the numeral 4. Direct students to look at the hour hand
first. Ask them what number the hour hand just passed.
Write “10” in the hour place in digital format by placing
a colon to separate hour and minute. Show students
that it is very quick and easy to tell how many minutes
after 10 by “ jumping” by fives from the top of the clock
to the minute hand. Choose a student to use the marker
to illustrate this on the Poster by drawing the jumps as
you count aloud by 5s to 20. Complete writing the time
in digital format by writing “20” in the minute place to
create the time “10:20”. Repeat this activity with other
times. Invite additional students to come up and use the
dry erase marker to draw the “ jumps” as they count by
fives to the minute hand.
Telling Time to the Minute
Gather students around the Poster and draw hands to
show a time that is not at an interval of five minutes,
such as 11:22. First, confirm the hour portion of the time
with the students. Afterwards, ask students how they
could figure out how many minutes it is after eleven
o’clock, as the minute hand is between the four and the
five. Guide students to use “ jump by fives” and then
counting by ones as a possible solution. Demonstrate
by using the dry erase marker that they could “ jump”
by fives to the four (or 20 minutes after the hour) and
then use the little lines on the clock face to make little
“ jumps” (count by ones) to where the minute hand is.
Helping Teachers Make A Difference®
Using “a.m.” and “p.m.” Correctly in Telling Time
Explain to students that our days have 24 hours, but
analog clocks show only 12 hours. Tell them that each
time occurs twice in a 24-hour period, so we use “a.m.”
and “p.m.” to help us show time in the morning, afternoon,
evening, or night. Tell students that a new day, beginning
at midnight, is also 12:00 a.m. For the next 12 hours,
all times are a.m., which means morning. When the clock
returns to 12:00, it is now 12:00 p.m. or noon. All times
after that will also be p.m., until a new day begins.
Repeat the “ jumping” activity in the previous section,
but give a time-specific activity for what is shown on
the Poster. For example, if you have drawn 8:30 on the
Poster, tell the students that the school day is just
about to start and that they need to add “a.m.” to their
time. Repeat for other activities throughout the day,
using “p.m.” as well.
I Can Tell Time! Reproducible
Make enough copies of the I Can Tell Time! Reproducible
for each student in the class and yourself. On your copy,
predetermine the times you’ll show on the Poster for your
students to practice telling time. Give each student his
or her own copy of the I Can Tell Time! Reproducible and
place the Poster where students can see it. Use the dry
erase marker to illustrate the times from your own copy
of the reproducible on both sides of the Poster and have
students record these times on their own copies of the
reproducible. You can go over the times as a class or use
this as an assessment.
Variation: For each time on the above activity, you can
give a situation, such as “eating dinner”, and have the
students include “a.m.” or “p.m.” on their reproducible.
Around-the-Clock Number Line Small Group Lesson
Make six copies of the Around-the-Clock Number Line
Mini Poster Reproducible and laminate them or slide
them into write on/wipe off sleeves. Gather a small
group of students that need extra help with telling time.
Distribute a copy of the reproducible and a dry erase
marker to each student and have them work at their
seats as you teach the lesson at the Poster.
© 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B
Helping Teachers Make A Difference®
© 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B
10/18/13 11:03 AM
Around-the-Clock Number Line Mini Poster Reproducible
Around-the-Clock Number Line Poster
Name
This Really Good Stuff® product includes:
• Two-sided Around-the-Clock Number Line Poster,
Write Again® wipe-off laminate
• This Really Good Stuff® Activity Guide
Congratulations on your purchase of this Really Good
Stuff® Around-the-Clock Number Line Poster—an
engaging, interactive poster to help you teach your
students how to tell time in five- and one-minute
increments, find quarter past, half past, and quarter to
the hour, and compute elapsed time on an analog clock.
This Really Good Stuff® Around-the Clock Number Line
Poster is aligned with the following Common Core State
Standards for Mathematics:
Measurement and Data
1.3
Tell time and write time in hours and half-hours using analog
and digital clocks.
2.7
Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
3.1
Tell and write time to the nearest minute and measure
time intervals in minutes. Solve word problems involving
addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
Assembling and Displaying the Around-the-Clock
Number Line Poster
Before displaying the Around-the-Clock Number Line
Poster, make copies of this Really Good Stuff® Activity
Guide, cut apart the reproducibles, and file the pages for
future use. Or, download another copy of it from our Web
site at www.reallygoodstuff.com. Hang the Poster where
students will be able to see and interact with it easily.
The surface of the Poster is designed to be written on
with a dry erase marker. Have a dry erase marker and
eraser readily accessible.
Introducing the Around-the-Clock Number Line Poster
Display the green-bordered side of the Around-the-Clock
Number Line Poster where it is accessible to students.
Place a dry erase marker and an eraser on a table near
the Poster. Gather students around the Poster. Explain
to them that you have a great tool to help them learn
and practice telling time on an analog clock. Using the
dry erase marker, draw a short hour hand on the clock
pointing to the six. Explain that the short hand you have
just drawn tells the hour, and that it moves very slowly
around the face of the clock. Then, draw a longer minute
hand pointing to the 12. Remind students that when
the long minute hand is pointing straight up to the 12,
it is the beginning of an hour, or “o’clock.” Demonstrate
how to write this in digital format (6:00). Explain to
students that the minute hand will move around the face
of the clock to show time past the hour. Further explain
that the face of a clock is like a number line that has
been formed into a circle, so counting the minutes past
each hour is quite simple. Begin erasing and redrawing
the minute hand, in a clockwise fashion to show 1 minute
past 6 o’clock, 2 minutes past 6 o’clock, and so on.
Ask students if they notice anything when the minute
hand reaches 5 minutes past 6 o’clock. Guide students
to identify that when a clock shows 6:05, the minute
hand is on the numeral 1, which stands for one group of
5 minutes. Use a dry erase marker to jump along the
number line to the number 5 as the students count with
you. Continue on to show them that when a clock shows
6:10, the minute hand is on the numeral 2, or “2 groups
of 5 minutes”, and jump along the number line to the
number 10 as the students count. Also, demonstrate
how to write these times in digital format, identifying the
“hour” and the “minutes past the hour” in this format.
This activity can be repeated using other hours.
Using the Around-the-Clock Number Line Poster to Tell
Time in 15-Minute Increments
Display the blue-bordered side of the Around-the-Clock
Number Line Poster. Ask students if they can spot the
difference between the green-bordered side of the Poster
and the blue-bordered side of the Poster. Guide them to
notice that every 15 minutes after the hour is highlighted
as opposed to every 5 minutes after the hour. Draw a
short hour hand pointing just past the nine. Tell students
that you are going to draw the minute hand and that
they can tell that the hand will be placed to show 15
minutes “after nine o’clock”. (A clue is that the hour
hand is past the hour of nine.) Draw the long minute
hand pointing to the 3 to show 9:15. Use a dry erase
marker to jump along the number line to the number 15
as students count with you. Show students that the
minute hand has moved a quarter of the way around the
clock face, so 9:15 could also be called “quarter past 9”
or “quarter after 9.”
Tell students that it is now quarter past nine. Ask them,
“Where will the minute hand be in 15 minutes?” Guide
them to identify that the minute hand will be on the 6 to
show 9:30. Use the marker to continue along the number
line to the number 30 as students count with you. Share
with them that the minute hand has moved halfway
around the clock face, so this time could also be called
All activity guides can be found online.
Helping Teachers Make A
Difference®
© 2013 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B-XXXX
®
Helping Teachers Make A
Difference®
© 2013 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B
®
10/18/13 11:03 AM
I Can Tell Time! Reproducible
Around-the-Clock Number Line Poster
“half past 9”. (You could also adjust the hour hand so it
is exactly halfway between the 9 and the 10.)
Tell students that it is now half past nine. Ask them
“Where will the minute hand be in 15 minutes?” Guide
them to identify that the minute hand will be on the 9 to
show 9:45. Use the marker to continue along the number
line to the number 45 as students count with you. Share
with them that the minute hand is only a quarter of the
way away from the 12 and when it arrives on the 12 it will
be 10 o’clock. Therefore 9:45 could also be called “quarter
to 10”. (You can also adjust the hour hand so it is almost
on the 10.)
Using “Jumps” to Tell Time
While displaying the green-bordered side of the Poster,
gather students around it. Have a dry erase marker and
eraser readily available. Also, have a whiteboard or chart
paper close by on which to write times shown on the
clock in digital format. Explain to the students that they
can tell time on an analog clock very quickly by “ jumping
by fives”. Draw the short hour hand pointing just after
the numeral 10. Draw the long minute hand pointing to
the numeral 4. Direct students to look at the hour hand
first. Ask them what number the hour hand just passed.
Write “10” in the hour place in digital format by placing
a colon to separate hour and minute. Show students
that it is very quick and easy to tell how many minutes
after 10 by “ jumping” by fives from the top of the clock
to the minute hand. Choose a student to use the marker
to illustrate this on the Poster by drawing the jumps as
you count aloud by 5s to 20. Complete writing the time
in digital format by writing “20” in the minute place to
create the time “10:20”. Repeat this activity with other
times. Invite additional students to come up and use the
dry erase marker to draw the “ jumps” as they count by
fives to the minute hand.
Telling Time to the Minute
Gather students around the Poster and draw hands to
show a time that is not at an interval of five minutes,
such as 11:22. First, confirm the hour portion of the time
with the students. Afterwards, ask students how they
could figure out how many minutes it is after eleven
o’clock, as the minute hand is between the four and the
five. Guide students to use “ jump by fives” and then
counting by ones as a possible solution. Demonstrate
by using the dry erase marker that they could “ jump”
by fives to the four (or 20 minutes after the hour) and
then use the little lines on the clock face to make little
“ jumps” (count by ones) to where the minute hand is.
Helping Teachers Make A Difference®
161602 RGAG.indd 3-4
Using “a.m.” and “p.m.” Correctly in Telling Time
Explain to students that our days have 24 hours, but
analog clocks show only 12 hours. Tell them that each
time occurs twice in a 24-hour period, so we use “a.m.”
and “p.m.” to help us show time in the morning, afternoon,
evening, or night. Tell students that a new day, beginning
at midnight, is also 12:00 a.m. For the next 12 hours,
all times are a.m., which means morning. When the clock
returns to 12:00, it is now 12:00 p.m. or noon. All times
after that will also be p.m., until a new day begins.
Repeat the “ jumping” activity in the previous section,
but give a time-specific activity for what is shown on
the Poster. For example, if you have drawn 8:30 on the
Poster, tell the students that the school day is just
about to start and that they need to add “a.m.” to their
time. Repeat for other activities throughout the day,
using “p.m.” as well.
I Can Tell Time! Reproducible
Make enough copies of the I Can Tell Time! Reproducible
for each student in the class and yourself. On your copy,
predetermine the times you’ll show on the Poster for your
students to practice telling time. Give each student his
or her own copy of the I Can Tell Time! Reproducible and
place the Poster where students can see it. Use the dry
erase marker to illustrate the times from your own copy
of the reproducible on both sides of the Poster and have
students record these times on their own copies of the
reproducible. You can go over the times as a class or use
this as an assessment.
Variation: For each time on the above activity, you can
give a situation, such as “eating dinner”, and have the
students include “a.m.” or “p.m.” on their reproducible.
Around-the-Clock Number Line Small Group Lesson
Make six copies of the Around-the-Clock Number Line
Mini Poster Reproducible and laminate them or slide
them into write on/wipe off sleeves. Gather a small
group of students that need extra help with telling time.
Distribute a copy of the reproducible and a dry erase
marker to each student and have them work at their
seats as you teach the lesson at the Poster.
© 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B
Helping Teachers Make A Difference®
© 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161602B