Material Type:
Activity/Lab, Assessment, Formative Assessment
Lower Primary
  • Cl7Assessment
  • Cluster 7
  • Half-hour
  • Hour
  • Time
  • Unit 7
    Creative Commons Attribution
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Telling TIme

    T4T Telling TIme


    This resource is from Tools4NCTeachers.  

    This is a set of three tasks, which may be used for instruction or assessment.  Tasks focus on telling time to the nearest hour and half-hour.  Each file contains a separate task, rubric, and recording sheets.  

    Remix this resource to include extension ideas or addtional tasks.

    Here is a sample task from this resource.  Click the attachments to view all fully-formatted tasks, rubric, and student materials.


    What Time is it?


    Measurement and Data


    Build understanding of time and money.


    NC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.


    SF of clocks


    Provide the student with the student form.  Say: What time is it?  Write the time next to the clock.

    Then say: Look at the digital clock.  Draw the hands on the clock to show the same time.



    Continuum of Understanding

    Not Yet Proficient

    • Reads and/or writes none of the times correctly
    • Tells time to the hour


    • Writes time to the hour


    • Tells time to the half hour


    • Writes time to the half hour


    • Inconsistently reads and/or writes the time


    Meets Expectations

    • Reads and writes times in hours and half hours



    Standards for Mathematical Practice

    1.  Makes sense and perseveres in solving problems.

    2.  Reasons abstractly and quantitatively.

    3.  Constructs viable arguments and critiques the reasoning of others.

    4.  Models with mathematics.

    5.  Uses appropriate tools strategically.

    6.  Attends to precision.

    7.  Looks for and makes use of structure.

    8.  Looks for and expresses regularity in repeated reasoning.






































    Scoring Examples

    This student received “Not Yet Proficient” because the student recorded the number six to represent thirty minutes past two o’clock.  There is also confusion about the hour when the hour hand falls between two numbers.  This student would benefit from working with a clock with only the hour hand to practice determining and representing the hour on a clock face accurately.  This student needs practice drawing the length of the clock hands more accurately as well.


    This student received “Progressing” because the student inconsistently identified the hour when telling time to the half hour and had inconsistent hand placement.  Some examples do not have distinct hour and minute hands. Some students may consistently draw the hands or write times, but not both. The student could benefit from review with determining the hour and hour hand placement when telling time to the half hour and practice drawing hour hands half past the hour.  It could be helpful to use a geared clock to move the hands to correct time placement by setting the time to the hour and then moving thirty minutes past the hour from there.  In addition, the student could use additional practice drawing hands on a clock with appropriate lengths in order to better distinguish the hour and minute hands.



    These students received “Meets Expectations” because they could read and write the times correctly on all of the clocks.  The student below used a strategy of extending a line to determine the hour hand when telling time to the half hour. The student below also shows both hour and half hour times with proper length and placement of both hands.  This student is ready for an introduction to quarter or five minute intervals.  Elapsed time with hours and half hours could also be introduced.