Students are asked to read and interpret analog clocks on the "Basic Skills Review #2" page: they must circle the correct time wording for a clock showing 7:15 and draw hands to represent 9:25. The worksheet also asks students to choose whether an activity occurs in the AM or PM, reinforcing time-of-day understanding. These tasks require students to tell and write specific clock times (including a minute value of 25).

Students are asked to read and write times: one task asks students to write the time shown on a clock in two ways (answer key shows "half past 6, six-thirty"), another asks students to write a shown clock time in digital format (answer key shows "7:50" and "11:05"), and a task asks students to draw hands on a blank clock to display 3:20. The Basic Skills Review items require students to interpret analog clocks and produce corresponding digital or written time expressions.

The Basic Skills Review #5 asks students to write the correct time in words, convert an analog clock to digital format, and draw hands to show 6:40, and the image shows examples like "three forty-five, quarter to 4" and a clock displaying 10:10. Student activity pages require writing time in two ways and interpreting clock faces. These items have students read, write, and represent specific clock times.

Students watch a video introduction and are asked to say specific times to the minute (e.g., 3:38, 10:06, 5:22) in more than one way. Students set times on a geared clock (e.g., 6:18, 1:53, 11:24) and play online games titled "Telling Time to One Minute Intervals" and "Clock Works (Advanced)" to practice one-minute interval recognition. Students complete a "Missing Minute Hands" worksheet by circling the correct digital time and drawing the corresponding minute hand on analog clocks.

Students move the minute hand one minute at a time with the interactive and geared clocks and complete problems that use minute-level intervals (e.g., 10:05 to 10:40, 7 minutes later, 3 minutes later). Students measure time intervals in minutes by counting by fives and by ones and by solving elapsed-time problems such as finding how long Timmy played (10:05 to 10:40 = 35 minutes). Students represent and solve elapsed-time word problems on number lines by drawing labeled hour and quarter-hour marks, making arcs for hours and minutes, and adding those intervals (e.g., movie from 3:00 to 5:30; Jenny at park 12:15 for 1 hr 45 min).

The Basic Skills Review includes time problems that require computing and reasoning about minutes: Clark starts at 3:30 and stops at 4:40 (students compute he played 1 hour 10 minutes). Another problem has Tamara start at 10:10 and walk for 55 minutes (students compute the finishing time 11:05). These items require students to add and subtract time intervals measured in minutes.

The Basic Skills Review #8 includes two time word problems: one asks how long Dana played guitar from 5:15 to 6:00 (45 minutes), and another asks what time Thomas finishes if he starts at 8:30 and runs for 55 minutes (9:25). Students are instructed to use scratch paper and may refer to their Interactive Notebook while solving these problems, indicating practice with adding and subtracting minutes in context.

Students are asked to set and read specific times to the minute (for example 5:39, 7:14, 1:23, 12:17, 8:52) using a geared clock and to say them aloud. Students answer clock-item questions on the Unit 3 Test (e.g., 8:36, 4:20) that require determining times to the minute and rounding to hours. Students solve elapsed-time problems that add and subtract minutes and hours (e.g., What time will it be in 12 minutes? What time was it 30 minutes ago? Sarah made cookies from 4:15 to 6:45; Tommy ran 1 hour 15 minutes from 9:30).

The Basic Skills Review #9 includes two time problems: one asks how long Katarina cleaned her room from 3:05 to 4:15 (answer: 1 hour 10 minutes), and another asks what time Cliff finishes if he starts at 8:20 and continues for 45 minutes (answer: 9:05). The Student Activity Page description explicitly lists these time word problems, and the answer key provides the correct minute-based solutions.

The Student Activity Page includes two time word problems: Question 1 asks how long until a 4:00 party when it is 2:45, and Question 2 asks what time a 1 hour 40 minute movie that starts at 3:15 will end. The answer key provides solutions expressed in hours and minutes (1 hour 15 minutes and 4:55), showing students are expected to compute start-to-event intervals and add a time interval to a clock time.

The Basic Skills Review #11 includes a time word problem: "Danny needs to practice his spelling for 25 minutes. If he starts at 2:45, what time will he be finished? (3:10)." Students are expected to compute the finish time by adding a minute interval to a given start time. This problem requires students to work with minutes and perform addition of time intervals.

The Basic Skills Review includes a time word problem asking when Ginny will finish practicing given a start time and a duration (answer key: start 3:40, practice 35 minutes, finish 4:15). The student worksheet also presents a similar item: "Ginny needs to practice piano for 25 minutes. If she starts at 3:40, what time will she be finished?" These items require students to add minute intervals to a given start time to find a clock time.

Students complete the "Basic Skills Review #13" worksheet, which includes a time word problem: Jo needs to practice her math facts for 40 minutes, starting at 10:45, with the answer given as 11:25. The answer key shows the computed end time, indicating students compute a finishing time by adding a minute interval to a start time.

The Basic Skills Review #14 includes a time word problem: "Alexi needs to practice spelling for 35 minutes. If he starts at 9:45, what time will he be finished? (10:20)" This requires students to add a minute interval (35 minutes) to a start time (9:45) and write the resulting clock time.

Students use a geared clock to show 2:00, a quarter after 2, half past 2, and a quarter to 3. They are asked to observe the movement of the minute hand and may note that it moved an equal amount or 15 minutes for each change. The text explicitly links halves and quarters language to telling time (e.g., "a quarter after six" and "a half hour").

The Basic Skills Review #15 includes a time word problem: "Karl needs to practice his multiplication facts for 25 minutes. If he starts at 11:45, what time will he be finished? (12:10)" This requires students to add minutes to a start time to find an end time. The reading question list also mentions "telling time" as a real-life use of fractions, which references time in context.

The Basic Skills Review #16 includes a time word problem in which students add a 50-minute interval to a start time: "Trent needs to practice his multiplication facts for 50 minutes. If he starts at 1:45, what time will he be finished? (2:35)". Activity 2 briefly references time-related vocabulary when it advises using "fourth" rather than "quarter" because "quarter" is used more when talking about time, indicating some connection to time language.

The Basic Skills Review #17 includes a time word problem asking Monica to practice piano for 55 minutes and gives a start time (answer key: start at 1:45, finish at 2:40), so students solve an addition problem that adds a minute interval to a clock time. That problem is presented as a standard word problem with a numerical minute duration (55 minutes) and a clock start time.

The Basic Skills Review includes a time word problem where students calculate a finish time: Sarah practices for 30 minutes starting at 1:45 and the solution is 2:15. Multiple activities require students to draw and use long number lines (dividing into halves, eighths, twelfths) and to move to marked points as fractions are called. Students match labeled points to fractions and plot given fractions on number lines, giving practice in representing quantities on number line diagrams.

The Basic Skills Review #19 includes time word problems that students complete (e.g., "Silas needs to practice his spelling for 40 minutes. If he starts at 9:25, what time will he be finished?" with answer 10:05). Students are asked to compute start times plus a duration in minutes and write the resulting clock time. The review sheet and answer key explicitly show addition of minutes to a start time to find an end time.

Students move the hands on a geared clock and write the hour and minutes on clock-face lines, and they fill in facts such as 1 hour = 60 minutes, 1/2 hour = 30 minutes, and 1/4 hour = 15 minutes. Students answer conversion questions that connect minutes and fractions of an hour (e.g., 1/12 of an hour = 5 minutes; 5/12 = 25 minutes; 45 minutes = 3/4 of an hour). Students identify how many five-minute parts are in an hour (12) and work with minute amounts like 10, 20, 25, and 45 minutes in relation to the hour.

The Basic Skills Review #20 includes a time word problem: "Sammy needs to practice karate for 45 minutes. If he starts at 8:25, what time will he be finished? (9:10)." Students are given this problem to solve and use scratch paper as needed, indicating they compute an end time by adding minutes to a start time.

The Basic Skills Review #21 includes a time word problem: Samantha started riding her bike at 9:15 and stopped at 10:05, with the answer given as 50 minutes. This requires students to measure a time interval in minutes and compute the difference between a start and end time.

Students are given a time-interval word problem in the Basic Skills Review: Jamie started riding his bike at 9:35 (the student page also lists 4:35 in one description) and stopped at 10:10, and the answer key shows the duration as 35 minutes. The Basic Skills Review Student Activity Page explicitly includes start and stop clock times as an exercise for students to compute elapsed time.

The Basic Skills Review #23 includes a time word problem: "Josh started playing guitar at 11:50. He stopped at 12:10. How long did he play guitar? (20 minutes)." Students are instructed to complete the Basic Skills Review sheet, so they will solve that time-interval problem using minute-level times and subtraction/addition of minutes.

The Basic Skills Review includes a time word problem where students compute how long Amy played guitar (from 3:50 to 4:25) and find 35 minutes. Students create and label number lines for measuring lengths and make line plots that require placing and reading fractional marks (e.g., 1/4, 1/2, 3/4, etc.). The activities require students to measure items (straws, art supplies) and record lengths on a number line, which practices using a number-line representation for measurement.

The Basic Skills Review #25 includes a time interval problem: "Jimmy started playing soccer at 1:45. He stopped at 2:10. How long did he play soccer? (25 minutes)," which asks students to determine the length of time in minutes. The worksheet lists the problem and the numeric solution, indicating students compute minute differences between two clock times.

The lesson lists the skill "Tell time to the nearest minute and measure time intervals in minutes" and asks the student to set a geared clock to specific minute times (e.g., 8:14, 3:57, 10:34) and to interpret times phrased as "a quarter past," "half past," and minutes after/before an hour. The Wrapping Up activity gives a start time (10:10) and asks students to determine how long a run lasted for several end times (10:30, 10:55, 11:15, 11:35), requiring computation of elapsed minutes and hours+minutes. The materials provide a whiteboard and invite the student to draw a number line if she chooses, supporting representing time-interval problems visually.