[Fairy Queen]

I need to teach quarter hour (to and past) to my second graders. They understand that each number means 5 minutes and they know o'clock and half hour. But the quarter time is very difficult for them. I do not want to go on without them getting this concept. Is there anyone out there that could offer some advice?

Thank you in advance.

[teacher@heart]

I really don't know if this would help or not, but you could show the clock face divided into four parts and explain that each part is a quarter and explain how that demonstrates a quarter after and a quarter to. Hope this helps.

[multigrade]

Mine had LOTS of trouble too. All of them made D's on the test (after I thought they knew it!), so I dropped the topic and will return to it later, maybe around Spring Break. I hope they are mature enough to handle it by then.

[elisab1963]

I still like the old-fashioned paper plate clock. You can find patterns for hands on-line. They can color it in fourths, and practice time with each other. You can also write 15, 30, 45 on the clock to help them. I have them practice a lot with partners.

[nicosipp23]

I know this doesn't answer your question completely, but one my partner teachers had some of his previous students, who are now in high school, come to visit and tell him that some of them still have trouble telling time. The students suggested that we should cover up the digital clocks in our classrooms, so that students can get practice telling time throughout the whole day.

[deemystify]

I have pulled my hair out many times on this! What I have done for the past two years is that I work on fractions first. Emphasizing that fractions are equal parts of a whole, whether that whole is a pizza, a rectangular birthday cake, or a box of donuts. I really stress the half and quarter in everything else I possible can- if half of you go to recesss, if a quarter of you read Henry and Mudge... of course folding circles and rectangles (and calling the areas 1/2 and 1/4) that i use for homework, inclass notes etc. So after pouring on the terms, it seems to help with the quarter after. Quarter before is tougher simply because of the concept and confusion of the minute hand being after the hour and not 40 minute after the next hour. That works out as the kids get older in the spring. Now- the real problem I found with time was that I have to totally ignore money--especially the value of a quarter, because now they are really confused! After all a quarter is 25 cents shouldn't a quarter after on the clock be the same 25??? Anyway, for the last two years doing an intense fraction concept (=parts of a WHOLE) has made the money part work ok later. The kids seems to get that while our number system is 10 base, our clocks 12 base, our money is 100 base. Hope that makes a bit of sense. Good luck- we need it!

[bonacker]

My dd had trouble with this also. it wasn't until she was in 8th grade that I understood the problem. We always recited the poem 25,50, 75 a dollar all stand up and give a holla. The 25 was a quarter. She said that she could never remember if a quarter hour was 25mins or 15min. It helps when kids can explain why they are confused. I never would have guessed that one jingle could cause so much confusion. Now when teaching math skills I always ask my students what tricks they use. It is enlightening.

[Fairy Queen]

Thank you for all of your help. I will try coloring paper plates, working with fractions and telling parents to cover those digital clocks as my classroom does not have one.

[multigrade]

We always recited the poem 25,50, 75 a dollar all stand up and give a holla. The 25 was a quarter.

I think the problem my students have had has been solved!!!
Thanks!