Tell Time to the Hour

Print the page and read the directions with your child: Look at each picture and clock. Trace the time under the clock. When they finish, check the work together with the answer key.

Six clocks, each beside a routine picture and set to an o'clock time: 7:00, 8:00, 12:00, 3:00, 5:00 and 6:00. Children look at where the hands point and trace the time printed in gray under each clock. The directions on the page read: Look at each picture and clock. Trace the time under the clock. An answer key is included.

Yes, both. We made it for Kindergarten 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 telling time. In class it runs well as independent work while you pull a small group. Print one copy or thirty, whichever the day needs.

Kindergarteners develop an informal understanding of time through daily routines: morning, afternoon, evening, and night; days of the week; yesterday, today, and tomorrow. CCSS K.MD.B is the measurement and data domain, but formal clock reading begins in first grade (1.MD.B.3). Kindergarten time work is primarily about sequencing and vocabulary.

Anchor time vocabulary to classroom routines: we have morning meeting, then reading, then snack. Use a daily schedule chart with pictures. Read books that follow a character through a day. Calendar time is also valuable for days of the week and months. Worksheets that ask students to sequence pictures of daily events build temporal reasoning without requiring clock reading.

Formal clock reading - telling time to the hour and half-hour - is a first-grade standard (CCSS 1.MD.B.3). In kindergarten, exposure to analog clocks through classroom display and discussion is appropriate, but students are not expected to independently tell time. If a kindergartener is interested in reading clocks, on-the-hour times are an appropriate introduction.