Grade 2
StartO'clock, half past, quarter past and quarter to; analog and digital shown together.
MAT.2.1.9Maarif Model 2026· translated from TurkishReading and writing units of time
Choose a grade and start
The lab opens in the version for the grade you choose; grade and language can also be changed inside the lab.
How it works
What children do
Here is how the eight steps of the explorer cycle unfold in this lab.
- 1
Ready?
Meets the desk clock, the hour hand, the minute hand, the gears and the digital display.
- 2
What do I know?
Shows where the hour hand is in pictures of 3:00 and 3:30.
- 3
In everyday life
Thinks about the school bell, break time and how long a cartoon lasts.
- 4
Predict
Predicts whether the hour hand stays put while the minute hand turns for 60 minutes; the prediction is locked in.
- 5
Try and observe
Behind the clear back, the gears turn and the hour hand moves on by one number.
- 6
Why?
Sees that the hour hand is short and thick and the minute hand long and thin; reads the minute labels.
- 7
Try something new
Does quarter-hour, minute-reading or unit-conversion tasks, depending on the grade.
- 8
My explorer notebook
Picks the clock that shows the time asked for and matches analog and digital times.
Mathematics
Grades and learning outcomes
Codes and outcomes come from the Turkish national curriculum taught in 2026–27, word for word in Turkish; the English here is our translation of that text, not an official version. Grade 4 follows the 2018 curriculum; its Maarif Model equivalent is shown separately.
Grade 3
StartA 60-mark dial and reading minutes, a Roman-numeral dial, estimating how long events take.
MAT.3.1.12Maarif Model 2026· translated from TurkishReading and writing the time on analog and digital clocks
MAT.3.1.13Maarif Model 2026· translated from TurkishAnalyzing units of time
- a) Identifies units of time (year, month, week, day, hour, minute, second).
- b) Identifies the relationships between units of time.
MAT.3.1.14Maarif Model 2026· translated from TurkishEstimating how long events take and making judgments about it
- a) Relates the durations of events to one another.
- b) Draws inferences about how long events take from their own experience.
- c) Judges the inference against how long the events actually take.
Grade 4
StartRelationships between hours, minutes, seconds and days; time problems (2018 curriculum).
M.4.3.4.12018 curriculum· translated from TurkishExplains the relationships between units of time.
- a) Conversions between hours and minutes, and between minutes and seconds, are practiced.
- b) Conversions between years, months and weeks, and between months, weeks and days, are practiced.
- c) Leap years are also mentioned when converting.
M.4.3.4.22018 curriculum· translated from TurkishSolves problems involving units of time.
- a) The importance of time management is stressed in the problems.
- b) Problem-posing activities are also included.
Curriculum mapping
This lab is mapped to learning outcomes M.4.3.4.1 and M.4.3.4.2 of the Turkish Ministry of National Education's 2018 Mathematics curriculum. It has not been reviewed or approved by the Ministry of National Education (MEB) or its Board of Education (TTKB).
This lab is mapped to learning outcomes MAT.2.1.9, MAT.3.1.12, MAT.3.1.13 and MAT.3.1.14 of the Turkish Ministry of National Education's Türkiye Century Maarif Model Mathematics curriculum (2026 version). It has not been reviewed or approved by the Ministry of National Education (MEB) or its Board of Education (TTKB).
For teachers
Teacher notes
Goal
Children see that the hour and minute hands move together, and read and write the time on analog and digital clocks.
Getting ready
- Open the lab on the board and pick the grade.
- For the screen-free activity: draw a large 1–12 clock face on the floor or the board.
- Check how your textbook writes digital times (for example 10.20).
Class prediction vote
When the minute hand goes all the way round, where is the hour hand?
Children show their choice with their fingers and you count. Then you watch the result together.
Discussion questions
- Why does the hour hand move so slowly?
- What if the minute hand turned only halfway?
- How did you work out the time?
Avoid saying
“The minute hand is on 4, so it's 4 minutes past.”
Say instead
“The minute hand is on 4, so it's 20 minutes past: each number is 5 minutes.”
Off-screen activity for the teacher's desk: Arm clock
Two pupils stand back to back in the middle of a clock face on the floor: one is the short hour hand, the other the long minute hand. As the minute hand goes all the way round, the hour hand moves on one number, and the class says the time.
You need
- A clock face drawn on the floor with chalk or tape
- Number cards 1–12
Misconceptions
- What children may think“The hour hand stays still while the minute hand turns.”
- What the lab showsWhen the minute hand turns once, the gears move the hour hand on by one number, and the digital display changes too.
- What children may thinkMixing up the hands, or misreading the time when the hour hand is between two numbers.
- What the lab showsThe hour hand is short and thick, the minute hand long and thin; shape, name and pattern tell them apart.
Scope
There is no grade 1 version (the Maarif Model has no clock reading in grade 1). The grade 4 version follows the 2018 curriculum.
