6 Steps to Teaching Time Effectively

Resources to help teach time, including free resources mentioned in this article, are available on my TPT store https://www.teacherspayteachers.com/store/improving-maths or Mash.ie.

Introduction 

Learning to tell the time can be tricky for lots of children.  This is especially true for children with dyscalculia, dyspraxia dyslexia and can also be true for children with executive functioning challenges arising from Autism or ADHD.  This post shares practical tips and strategies for building children up for success.

For those those who are interested in the "why", I also explore why it is that learning to tell time is so difficult. This part of the post may be of particular interest to support teachers or parents with children with additional needs.

Effective steps to teach children time

I have learnt through experience that there are some things that I can do that will dramatically improve all children’s ability to tell the time.   While some of this may seem obvious, other steps such as rounding may not. Either way, I can guarantee you that if you follow these steps in the sequence below, children will become confident and fluent at telling time.

When I started teaching, I taught time in the following order: analogue on the hour, analogue on the half hour and then analogue on the quarter past and quarter to. I was blue in the face teaching time, and I can tell you, my effort and repetition was a marker of the children's success, all of the children in my class would have mastered time.

It took me a while to figure out why. I realised that trying to teach analogue before digital, was akin to teaching a renaming subtraction algorithm, before children had a proper number sense of why we rename or regroup.

I realised that, in order to understand analogue, children need to have mastered telling digital time in its entirety. This allows children to understand the "wholeness of an hour" and also to understand the relationship between 25 to in analogue and 35 minutes past in digital.

1.Teach the clock face and hands.

At this point, you want children to

• recognise that a clock has a face with 12 numbers.

• know a clock has 2 hands.

• know the short hand is for the hour and the long hand is for the minutes. At this point my main concern is to make sure that children can identify the short hand. Incidentally, mention the minutes but do not overly stress them at this stage.

  
  

2. Teach the meaning of rotation

Explicitly teach children the word rotation. Explain it means turning and that the hands of the clock are constantly moving. Encourage children to see that the short hand is mostly between 2 hours. Ask them what hours the short hand is between. This is such a crucial step to teach, particularly when it comes to teaching analogue. This may take repetition but do not skip this step. I repeat do not skip this step!! Speaking of skipping ....

3. Teach children how to skip count to 60 by 5s

You want children to know:

• there are 60 minutes in an hour.

• each of the numbers on the clock represents a 5 minute interval.

• children can count in 5s up to 55 and that when you hit 60, you start a new hour.

• Children need to know that the new hour starts at 12.

When children are secure in those steps, use the minute hand to skip count in 5s on the clock face.

4. Teach children digital time

Once children have an understanding of the previous steps, you are ready to teach children how to tell digital time using a clock face.

• Teach them how to write digital as hour : minute. You can find a free template on TPT, along with a free "Ready to Tell Time?" poster.

• Ask children where the hour hand is. They should answer that it is between two hours, e.g. 7 and 8. (Remember step 2!) If they don't, go back and repeat step 2.

• Teach children that for digital, you always write the earlier hour, e.g. 7.

• For minutes, make sure children know to start counting at 12 and stop where the long hand is.

• Count in 5s and write the minutes.

  
  

5. Make sure children understand rounding

Once children have mastered digital to 5 minute intervals they will have developed their confidence around telling time. Now, remember the bit I keep banging on about - that children need to know the hour hand is mostly always between 2 hours .... well this is where it comes into its own!

Understanding rounding is hugely helpful in telling analogue time. While not strictly the same concept it can help children to make that conceptual leap to tell time "to" the hour.

When children understand that we are rounding up when we reach a half way point and that we are rounding down before that point, for example I round 5,6,7,8,9 up to 10 and 1,2,3,4 down to 0, it gives them a springboard for making a connection with analogue time.

At this point, allow children to work in pairs or groups to look at the long hand and ask is it nearer to the earlier hour or the later hour at various points in the clock. When children are able to answer this effectively, then you can move on to the more formal part of recording analogue time.

6. Analogue

At this point of teaching analogue should not be overly difficult for children to master. They need to know the form of writing analogue is different to digital, e.g. 5 past 7 and that the 1/4 past, 1/2 past and 1/4 to are ways we say analogue time.

When teaching those points, I would draw children's attention to the shape of the 1/4 and the 1/2.

You can expect that children will make take a bit of time to master the difference between past and to, but at this stage, simple reminders will work well.

Time to teach the steps

All of the steps laid out above do not have to be taught in a couple of days, but rather can be scaffolded in short observations, questions and maths talk over a couple of weeks.

I find doing this at a line up time or transitions is a very helpful way of putting in the groundwork.

Then, when it comes to more formal recording and telling of time, children are confident and able to tackle this difficult concept easily.

Now, that you have the steps to teach time, you might be interested in learning about the theory of why time is difficult for children. If not, please feel free to let me know how you get on and any other feedback.

Why is learning to tell the time difficult for children?

Abstract

Time is an abstract concept. Unlike objects that children can see and touch, time is invisible and intangible, making it harder for young learners to grasp.  Children need to understand the passage of time and its divisions (seconds, minutes, hours).  This can be a complex idea for them to internalise. 

Dual Representations

Analogue and digital clocks represent time differently, requiring children to learn two systems. Analogue clocks, with their rotating hands and the need to interpret positions, are particularly complex.

On top of this, time can be expressed in various ways, such as 3:30, half-past three, or 15:30 in the 24-hour format. This variety adds to the confusion.

Mathematical Skills

Telling time involves counting by 1s, 5s, and sometimes 10s. Children need to be proficient in these skills before they can accurately read a clock.

Calculating the difference between times or understanding concepts like “quarter to” and “quarter past” requires basic addition and subtraction skills.  This can be further complicated because it requires children to understand that time operates on a base 60, instead of base 10, which they are more likely to be familiar with.

Spatial Awareness

Understanding that the hour and minute hands move at different speeds and interpreting their relative positions is a spatial skill that develops over time.

The concept of clockwise movement and its implications for reading an analogue clock can be non-intuitive for some children.

Cognitive Load

Reading an analogue clock requires simultaneous processing of the positions of both the hour and minute hands. This dual focus can be demanding, particularly for children with poor working memory.

Memory Retention

Remembering the rules and sequences involved in telling time can be challenging, especially if children don't have consistent practice and reinforcement.

Language and Vocabulary

Learning time-telling introduces new vocabulary such as “quarter past,” “half past,” and “quarter to,” which can be confusing initially.

Understanding how these terms are used in different contexts and learning to apply them accurately takes practice.

Final Thoughts

I hope these tips help you in your classroom. Teaching time can be fun and rewarding with the right approach.  There is nothing better as a teacher when you see the “aha” moment register on your pupils’ faces.