Lesson 11

The purpose of this What Do You Know About ____? is to invite students to share what they know about telling time. Listen for the words and phrases students use that reveal what they know about the tools used to measure and display time (digital and analog clocks), the features of these tools (clock hands), the units used to discuss time (hours, minutes), and common phrases used to talk about time (o’clock, half past). Record these words and phrases on chart paper and add to the chart throughout the section.

During the synthesis, encourage students to describe ways to create illustrations or diagrams of words and phrases they use to describe how time is represented using clocks. For example, encourage students to describe how to draw a clock face and label minute and hour hands. Label a digital representation of time to indicate how hours and minutes are represented.

• “¿Qué saben sobre las formas de leer la hora?” // “What do you know about ways to tell time?”
• 1 minute: quiet think time

• 2 minutes: partner discussion
• Circulate, listen for, and collect the language students use to describe clocks and other time measurement tools, units for measuring time, and common words and phrases. Listen for: clock, hour, minute, hour hand, minute hand, o’clock, half past.
• Record students’ words and phrases on a visual display and update it throughout the lesson.
• “¿Qué palabras usan para hablar sobre la hora?” // “What words do you use to talk about time?”
• Record responses.

• “¿Qué otras palabras o frases importantes deberíamos incluir en nuestra presentación?” // “Are there any other words or phrases that are important to include on our display?”
• As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
• Remind students to borrow language from the display as needed.

The purpose of this activity is for students to revisit the conventions of telling time learned in grade 1. Students discuss the difference between the hour and minute hands as well as where each hand will be on the clock when showing time to the hour or half-hour. They are reminded that the hour hand moves as the minute hand moves around the circle.

• Gather an analog clock (large wall clock or a Judy clock) or video of an analog clock that can be used to demonstrate the movement of the hour hand as the minute hand moves round the clock face in the activity synthesis. Video: https://vimeo.com/454805326

• Groups of 2

• “Van a mirar algunos relojes analógicos y a pensar sobre cómo muestran las diferentes horas” // “You are going to look at some analog clocks and think about how they work to show different times.”
• As needed, review how to read time presented in a digital format.
• 5 minutes: partner work time
• When representing 1:30, monitor for students who:
  • draw the hour hand pointing to the 1
  • draw the hour hand pointing between 1 and 2

In the first two problems, if students say both clocks show the same time,  consider asking:

• “¿En qué se parecen y en qué son diferentes estos dos relojes?” // “What is the same and different between these two clocks?” 
• “¿Cómo muestra la manecilla de las horas las 7 y media? ¿Cómo muestra la manecilla de los minutos las 7 y media?” // “How does the hour hand show half past 7? How does the minute hand show half past 7?”

• Display two student clocks for 1:30 or draw and label clocks like these images:

  Tyler

  Mai

  

  

  

  

• “Tyler y Mai dibujaron manecillas en el reloj para mostrar la 1:30. ¿Cuál reloj muestra la 1:30? Expliquen” // “Tyler and Mai both draw hands on the clock to show 1:30. Which clock shows 1:30? Explain.” (Tyler’s clock shows 1:30 because he drew the hour hand halfway between the 1 and the 2. The minute hand points to 6. It has traveled halfway around the clock, so the hour hand has traveled halfway to the next hour.)
• If possible, demonstrate the movement of both hands with a Judy Clock or use the demonstration video.

The purpose of this activity is for students to make connections between circles that are partitioned into halves and fourths and telling time with halves and quarters of the clock. Students use their understanding of halves and quarters of circles to match clock faces, partitioned circles, and the phrases “y cuarto” // “quarter past,” “y media” // “half past,” and “un cuarto para” // “quarter till” (MP7).

• Create a set of cards from the blackline master for each group of 2. 

• Groups of 2
• Give each group a set of cards.
• “Algunas veces decimos qué hora es usando palabras como ‘media’ y ‘cuarto’ que describen el tiempo con relación a una hora en punto. Usen lo que saben sobre cómo partir círculos en mitades y cuartos para asociar las tarjetas” // “Sometimes we talk about time using words like half and quarter to talk about the time to the hour. Use what you know about partitioning circles into halves and quarters to match the cards.”
• “Cada grupo de tarjetas que hagan debe incluir un reloj, un círculo partido y una frase” // “Each set of cards you make should include a clock face, a partitioned circle, and a phrase.”
• 6 minutes: partner work time
• Monitor for students who:
  • explain the clock and circle that show a quarter past the hour
  • reason that quarter till might mean 1 quarter until the next hour
  • use the phrases with the hour shown on the clock face (for example, Clock C as a quarter past 2)
• Invite previously identified students to share their matches. Add any phrases to the chart from the warm-up.

• “En cada caso, escriban la hora que muestra el reloj. Usen las palabras ‘y media’, ‘y cuarto’ o ‘un cuarto para’” // “Write the time shown on each clock using the words half past, quarter past, or quarter till.”
• 3 minutes: independent work time
• 2 minutes: partner discussion

If students use phrases other than half past, quarter past, or quarter till to tell the time, consider asking:

• “¿Cómo puedes usar las tarjetas que clasificaste como ayuda para revisar las frases que escogiste para decir la hora?” // “How could you use the cards you sorted to help you check the phrases you chose for telling the time?”

• Display the clock faces for 5:15, 5:30, and 5:45.
• “¿Qué hora muestran estos relojes?” // “What times do these clocks show?”
• Share and record responses. (quarter past 5, half past 5, quarter till 6)
• “Miren la manecilla de las horas en estos 3 relojes. ¿Qué observan sobre cómo se mueve a medida que la manecilla de los minutos se mueve?” // “Look at the hour hand on these 3 clocks. What do you notice about how it moves as the minute hand moves?” (The hour hand moves away from the 5 and closer to the 6.)
• “Mientras que la manecilla de los minutos se mueve alrededor de todo el reloj, la manecilla de las horas se mueve de un número al siguiente. A las ‘y cuarto’, la manecilla de las horas se ha movido un poco después de un número, hacia el siguiente. A las ‘y media’, la manecilla de las horas está a mitad de camino hacia el siguiente número. A las ‘un cuarto para’, la manecilla de las horas está cerca del siguiente número” // “While the minute hand moves around the whole clock, the hour hand moves from one number to the next. At quarter past, the hour hand has moved a little past one number and toward the next number. At half past, the hour hand is halfway to the next number, and at quarter till, the hour hand is getting close to the next number.”