The purpose of this activity is for students to practice counting by 5 in order to tell time on an analog clock. In the Launch, students practice using what they notice in the Warm-up to tell time to the nearest 5 minutes on an analog clock. Then they work with partners to tell the time on analog clocks and to sequence their cards in time order. During the Activity Synthesis, students discuss how they use the labeled numbers on the clock to determine the time as well as what they notice about how the hour hand moves as time passes in minutes.

• “¿Cómo decidiste en dónde ubicar cada reloj?” // “How did you decide where to place each clock?”
• “¿Cómo puedes usar la posición de la manecilla de las horas para saber si tus relojes están en el orden correcto?” // “How can you use the position of the hour hand to tell if your clocks are in the right order?”

• Invite students to share the correct card sequence.
• Display the cards as students name which card would go next.
• As students share, consider asking:
  • “¿Cómo supieron qué hora muestra el reloj?” // “How did you know what hour the clock shows?”
  • “¿Cómo supieron cuántos minutos muestra el reloj?” // “How did you know how many minutes the clock shows?”
• “¿Qué observan acerca de la manecilla de las horas cuando examinan los relojes en orden?” // “What do you notice about the hour hand when you look at the clocks in order?” (It moves a little toward the next hour each time. It is getting closer and closer to 9.)

The purpose of this activity is for students to practice telling and writing time, using an analog clock. They count by 5 to identify the minutes and pay close attention to the hour hand as it approaches the next hour. Students complete a digital clock to show the time. When students look for shortcuts to tell the time (for example, counting on from 30 rather than 0, or counting back from 60), they are looking for and expressing regularity in repeated reasoning (MP8).

If students start counting by 5 at 12 or lose track when starting from a number on the clock other than 1, consider asking:

• “¿Puedes explicar cómo obtuviste _____?” // “Can you explain how you got ___?”
• “¿Cómo podrías usar lo que sabes sobre las ______ y media para contar desde ahí y encontrar la hora?” // “How could you use what you know about half past ___ to count on to find the time?”

• Display the image of the clock that shows 2:40.

  

• Invite previously identified students to share their strategy for finding the time.
• “¿Cómo supo _____ que podían empezar a contar desde 30? ¿Por qué esto funciona?” // “How did _____ know you could start counting at 30? Why does this work?” (They know it is 2:30 when the minute hand points to 6, so they can just start there. It works because they will still count the same numbers. If they start at 30, they still say 35, 40. It is just faster.)
• Display the clock that shows 3:05 and write 3:5, 3:05, 3:50.
• “Usando dígitos, ¿cuál es la manera correcta de escribir la hora que muestra el reloj? Expliquen” // “Which is the correct way to show the time on the clock, using digits? Explain.” (3:05 because it’s five minutes after 3. You have to use 2 digits to show the minutes. It can’t be 3:50 because the minute hand would be closer to the 12 and the hour hand would be closer to the 4.)