Days of the Week Yesterday and Tomorrow

Print the page and read the directions with your child: Write the missing days in order. Use the word bank. Then answer the questions on the lines. When they finish, check the work together with the answer key.

A note explains that a week has 7 days, that yesterday is the day before today and that tomorrow is the day after. A list of Day 1 to Day 7 has Sunday, Tuesday and Friday filled in, and children write the missing days from a word bank. Four questions follow, such as If today is Monday, what day was yesterday? The directions on the page read: Write the missing days in order. Use the word bank. Then answer the questions on the lines. An answer key is included.

Yes, both. We made it for 1st Grade telling time, and the page works the same whether it lands on a kitchen table or a center rotation. At home, most families go through it together and talk the answers out loud, and that talking is where most of the learning happens with days of the week. In class it runs well as independent work while you pull a small group. Print one copy or thirty, whichever the day needs.

Yesterday is the day before today, and tomorrow is the day after today. If today is Thursday, yesterday was Wednesday and tomorrow is Friday.

Yes. Both days of the week sheets have an answer key.

First graders should tell and write time in hours and half hours using analog and digital clocks (CCSS 1.MD.B.3). They should know that the short hand shows the hour and the long hand shows the minutes. For o'clock times, the minute hand points to 12. For half-past times, the minute hand points to 6 and the hour hand is between two numbers. Students should also connect times to daily routines and understand the sequence of hours in a day. Worksheets with large, clear clock faces that show o'clock and half-hour times, alongside matching digital time formats, help children read both clock types. This dual-format practice prepares them for telling time to the nearest five minutes in second grade.

Start by reviewing o'clock times, then show a clock at 3:30. Explain that the minute hand has gone halfway around the clock (pointing to the 6), so we say it is half past 3. Demonstrate how the hour hand moves between numbers as the minutes pass: at 3:30, it is between the 3 and the 4. Use a demonstration clock with movable hands so children can see both hands moving together. Worksheets that show the progression from 3:00 to 3:30 help children understand the movement. Practice matching analog clocks showing half-hour times to digital displays. The phrase "half past" connects to the fraction concept of halves, so referencing the minute hand traveling half the circle reinforces both time and fraction understanding.

Telling time combines several challenging concepts at once: reading two hands that move at different rates, understanding that the hour hand moves gradually between numbers rather than jumping, working in a base-60 system (60 minutes per hour) unlike the base-10 counting they are used to, and interpreting a circular number line (the clock face) rather than a straight one. Many children also have limited experience with analog clocks at home, where digital displays are more common. Worksheets that isolate each skill, first reading the hour hand only, then the minute hand at 12 and 6, help break the complexity into manageable steps. Daily clock-reading practice during the school day connects this abstract skill to real, recurring moments.