The first thing students do on the worksheet titled "Telling Time in 5- and 10-Minute Increments" is count by fives or tens in a series like "5, 10, 15, 20" and write the numbers on the blanks. This primes students to think in terms of groups of five or ten, which is what they will do when writing the corresponding time on a series of clocks. For example, the clock may start at 6:00. The next clock displays 6:05, 6:10, and so forth, with students writing the time beneath each one. The first two clocks are labeled, and students label the remaining 13 clocks in the series themselves.

The bottom of each worksheet tests students' time-telling skills. The times on the clocks are all mixed up. The second hand always points directly to a number, further encouraging students to count in groups of five and ten. They have to write the answer on the blank underneath the clock.

Telling time is an important skill for students to learn, but learning the minutes on a clock can be tricky. It helps to get students to think about time in groups of five and ten.

For example, they can look at a series of clocks and write the time in order, with each one having five more minutes than the last. This gets them used to counting the number of minutes associated with each number on the face of the clock. For example, when the long hand is on the one, five minutes have passed. When the long hand is on the two, ten minutes have passed, and so on.

This builds students' confidence in telling time to each five-minute mark. When they're ready to see clocks with more challenging times, like 7:38, they can practice rounding the time to the nearest five minutes.