Quarter Past Mastery

Overview

In this lesson you will learn to read and show time to the hour and quarter past using an analogue clock. You will practise “quarter past” and “to the hour” with hands-on clock models and partner checks.

Learning intentions

• WALT understand time using quarter past and to the hour on an analogue clock.
• Students will be able to set clock hands to show quarter past and to the hour.
• Students will explain their choices using simple time language.

Success criteria

• I can point to the correct hour and minute positions when a time is named.
• I can set an analogue clock to show quarter past and to the hour.
• I can write or say the time using “quarter past” or “quarter to”.
• I can check my clock against a partner or teacher model.

Curriculum links

• Telling time using everyday language and comparing times (hour and quarter-hour intervals).
• Using measurement tools appropriately (analogue clocks) and describing observations.
• Representing and interpreting time on clocks.

Lesson structure (30 minutes)

1. (3 min) Hook: “Show me the time!” Teacher holds up a clock card (e.g., quarter past). Students show thumbs up when they think the minute hand is at the next quarter mark. Quick language prompts: “What do you notice?” “Where is the long hand?”

2. (7 min) Mini-lesson with a model clock Teacher demonstrates two times:

• Quarter past: minute hand on the 15-minute mark; hour hand just past the hour.
• To the hour: minute hand on the 45-minute mark; hour hand moves toward the next hour. Students repeat key phrases chorally. Teacher emphasises: long hand shows minutes; short hand shows the hour.

3. (2 min) Quick check: Whole-class “freeze” Teacher says “Quarter past two!” Students set hands on finger clocks (paper cut-outs). Teacher checks two students’ positions, then continues.

4. (10 min) Stations: Set and match clocks Set up two types of stations for 22 students (11 per station). Station A (Teacher-led): Matching time sentence cards to analogue clocks. Station B (Independent/partner): Students choose a time card and set it on their clock, then match to a second card showing the same time. Teacher circulates, modelling correct hand placement and using sentence starters:

• “The long hand is on…”
• “It is quarter past/to the hour.”

5. (4 min) Partner game: “Guess my time” In pairs, one student sets the clock to a teacher-given time (quietly from a time tray). The partner names it (quarter past/to). Switch roles. Focus on listening and accurate language.

6. (4 min) Exit task: Personal demonstrate Each student completes a quick task at their desk: teacher shows one time card; students set hands on a personal clock sheet and write or circle the correct wording (“quarter past” or “quarter to”).

Resources

• Analogue teacher model clock (large, visible hands)
• Class sets of analogue clocks (paper plate, plastic, or laminated)
• Finger clocks for fast whole-class checks
• Time cards showing “quarter past” and “quarter to” for different hours
• Matching mats (time sentence cards paired with clock images)
• Student clock worksheets with blank faces and movable hands
• Sentence starters strip for EALD support
• A small tray of time cards for the “Guess my time” game
• Clock templates in a range of formats (different sizes, colours, and hand styles)

Assessment

• Observation during station work: teacher checks whether minute hand positions are correct for the 15 and 45 marks.
• Exit task accuracy: correct wording and correct hand placement.
• Targeted questioning: “Where is the long hand?” “Is it quarter past or quarter to?”

Differentiation

• Provide clocks in a range of formats (large print, thicker hands, different colours, and both “hand” and “split” movable versions).
• Use visual supports: minute-mark prompts on worksheets (highlight 15 and 45) and word banks for “quarter past” and “quarter to”.
• EALD support: allow oral responses first; provide sentence starters and partner language modelling; accept repeating the phrase with correct hand positions.
• Neurodivergent support: structured station roles (setter/matcher), clear time signals for transitions, and reduced cognitive load by limiting station cards to two consecutive hours at first.

Extension (optional)

• Give advanced learners scenario cards such as: “I leave at quarter past 3. When will I be at the park if the trip takes 1 hour?” Students set both departure and arrival times on clocks.
• Challenge: provide a “Which one is correct?” card set where students find the incorrect clock among two near-misses and explain what is wrong (“The minute hand should be on…”).