Model counting along the clock, while counting the groups of 5 cubes (so 5,10 15, 20 etc). Add a second row of post its above the first, with these multiples of 5 on them, but the last one put a 0 as well as a 60.
This is because we will initially express all times in terms of minutes past the hour, and come back later to learning how to express time in term of minutes to the next hour.
So, now place your minute hand on the number line at various points:
Explain that when the minute hand points to 4, that means it is 20 minutes past whatever number the hour hand is showing. And so on for all the numbers from 1 to 11. Then explain that if it points to 12 that’s a whole hour. We don’t say 3:60, we say 4 o’clock.
Your next step will be to reintroduce our two clocks. In groups, children should make two clocks using post its or as in the picture below.
The minute clock needs to have groups of 5 cubes separating each numeral, and a second circle of digits with the multiples of 5 forming a second outer ring. Go through a series of examples where children have to read the hour clock first, and then then minute clock.
Do make sure you try and get the hour hand to be in the right place for the minutes!
At this point the children are probably ready to read both hands on the same clock at the same time. Here, do the more usual worksheet practice (but still not expressing time as minutes to the hour).
Click here for more information.