Unit Plan 14 (Grade 2 Math): Time to the Nearest Five Minutes (a.m./p.m.)

Focus: Tell/write time on analog and digital clocks to the nearest five minutes, use a.m./p.m., and solve simple elapsed-time problems with number lines.

Grade Level: 2

Subject Area: Mathematics (Measurement & Data • Mathematical Practices)

Total Unit Duration: 5 sessions (one week), 35–45 minutes per session

I. Introduction

Students learn to read analog and digital clocks to the nearest five minutes using the structure of 60 minutes in an hour and skip-counting by 5s. They distinguish a.m. and p.m. in real-life contexts (school day, bedtime, breakfast) and model elapsed time on open number lines within and across hour boundaries.

Essential Questions

• How do the hour hand and minute hand work together to show time?
• When do we use a.m. vs p.m. in real-life schedules?
• How can a number line help me model and solve simple elapsed-time problems?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Read and write time to the nearest five minutes on analog and digital clocks.
2. Use a.m./p.m. appropriately to describe daily events and schedules.
3. Model elapsed time (within and across an hour) on an open number line with 5-minute jumps.
4. Explain solutions using measurement and modeling language (start time, end time, elapsed).

Standards Alignment — CCSS Grade 2 (spiral across the unit)

• 2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
• MP.4: Model with mathematics (use number lines/timelines to represent elapsed time).

Success Criteria — Student Language

• I can read and write times (e.g., 3:25, 7:40) to the nearest five minutes.
• I can label events with a.m. or p.m. correctly.
• I can draw a number line, mark start and end times, and use 5-minute jumps to find elapsed time.
• I can explain my thinking using words like hour hand, minute hand, elapsed, a.m./p.m..