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 also moves as the minute hand moves around the circle.

• “¿En qué se parecen y en qué son diferentes estos dos relojes?” // “What is the same and different about 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 Tyler has drawn 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. This sorting task gives students opportunities to use what they know about halves and quarters of circles to closely analyze clock faces, partitioned circles, and the phrases “y cuarto” // “quarter past,” “y media” // “half past,” and “un cuarto para” // “quarter till” and make connections (MP7).

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

• “¿Qué hora muestra este reloj?” // “What is the time shown on this clock?”
• “¿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 that 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?” (quarter past 5, half past 5, quarter till 6)
• Share and record responses.
• “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.”