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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous lesson

Activity Narrative

The purpose of this activity is for students to analyze times that can be challenging due to the orientations of the hour and minute hands, such as 12:00 and 6:30. Students attend to precision when they explain how they use the meaning of each hand and its position to tell time (MP6).

MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse with their partner what they will say before they share with the whole class.
Advances: Speaking

Launch

Groups of 2
Give each student their clock cards from previous lessons.
“Saquen 12:00, 12:30, 6:00 y 6:30 del montón de tarjetas” // “From your pile of cards, take out 12:00, 12:30, 6:00, 6:30.”
Display these clocks.
“¿En qué se parecen y en qué se diferencian estos relojes?” // “How are these clocks the same and different?” (They have hour and minute hands. They have arrows pointing to 12 or 6.)
“¿Qué hora muestra cada reloj? ¿Cómo lo saben?” // “What time does each clock show? How do you know?” (12:00, 12:30, 6:00, 6:30. I look at where the hour hand points and then see if it’s “o’clock” or “half past,” based on the minute hand.)
“Van a jugar un juego con su compañero usando todas sus tarjetas. Tomen una tarjeta de reloj y muéstrensela a su compañero, pero cubran la hora escrita. Su compañero va a leer la hora y ustedes van a comparar lo que él dice con la hora de la tarjeta. Luego, intercambien roles” // “You are going to play a game with your partner, using all your cards. Hold up a clock card for your partner and cover up the written time. Your partner reads the time and you check what they say with the time on the card. Then switch roles.”

Activity

10 minutes: partner work time

None

Student Response

None

Advancing Student Thinking

Activity Synthesis

“¿Qué hace que algunas horas sean más difíciles de leer?” // “What makes some of the times harder to read?”

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to write the time to the hour and the half hour in order to fill in a Sunday schedule. Students fill in all the blanks in a schedule—the time, the activity, and the clock—to create their ideal Sunday schedule. The task gives an opportunity for students to relate time and telling time to their Sunday schedule (MP2).

Action and Expression: Internalize Executive Functions. Invite students to verbalize their ideal Sunday activities in chronological order before they begin. Students can speak quietly to themselves, or share with their partner.
Supports accessibility for: Organization, Conceptual Processing

Launch

Groups of 2
“¿Cuáles son las cosas que más les gusta hacer el domingo?” // “What are your favorite things to do on a Sunday?” (I like to go to the park, eat lunch, take a nap, and read a book.)
30 seconds: quiet think time
1 minute: partner discussion
Share and record responses.

Activity

“Llenen los espacios en blanco para describir su horario de un domingo perfecto. Luego, compártanlo con su compañero” // “Fill in the blanks for your ideal Sunday schedule. Then share with your partner.”
4 minutes: independent work time
2 minutes: partner discussion
Monitor for a student who has an activity at 12:30.

Llena los espacios en blanco para mostrar tu mejor horario de un domingo.

Hora

Actividad

Reloj