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Unit 7, Lesson 16

Hard Times

Grade 1

Warm-up

10 mins

Number Talk: Tens and Ones

Instructional Routines

Number Talk

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this Number Talk is to elicit the strategies and understandings that students have for adding a one-digit number and a two-digit number. Students may show their understanding of properties of operations and place value as they look for ways to find the sums (MP7, MP8).

Launch

Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time

Activity

Record answers and strategies.
Keep expressions and work displayed.
Repeat with each expression.

Student Task Statement

Find the value of each expression mentally.

Student Response

to access Student Response.

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Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

“Who can restate _______ 's reasoning in a different way?”

Activity 1

15 mins

What’s the Time?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

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.
“From your pile of cards, take out 12:00, 12:30, 6:00, 6:30.”
Display these clocks.
“How are these clocks the same and different?” (They have hour and minute hands. They have arrows pointing to 12 or 6.)
“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.)
“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

Student Task Statement

None

Student Response

None

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

“What makes some of the times harder to read?”

Activity 2

10 mins

What’s the Time, Again?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is to analyze a clock that shows a time when it can be difficult to tell the difference between the hour hand and the minute hand. This activity allows students to discuss how they know where the hands are placed when the time is to the hour.

Launch

Groups of 2
Display the clock in the first problem.
“Diego and Priya read the clock and got two different times.”
“Who is correct? How do you know?”

Activity

2 minutes: partner discussion
5 minutes: independent work time
Monitor for a student who says the hour hand is pointing to the 6 and one who says that for 12:30, the hour hand should be between the 12 and the 1.

Student Task Statement

Clock. Shorter arrow points to 6. Longer arrow points to 12.

Diego says this clock shows 6:00.
Priya says the clock shows 12:30.
Who do you agree with? Explain your reasoning.

Your teacher will tell you what to do with this clock.

Clock. Hours, labeled 1 through 12. Minutes, marked. No hour or minute hands.

Student Response

to access Student Response.

Activity Synthesis

Invite previously identified students to share.
“Why do you think Priya got mixed up? What could you say to help her revise her thinking?” (Priya mixed up the minute and hour hands. I could remind her that the short hand shows the hour and the long hand shows the minutes. I could remind her that if it was 12:30 the hour hand would have to be between two numbers.)
“On the blank clock, draw hands to show 12:30.”

Activity 3

10 mins

Sunday Schedule

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

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
“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

“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.

Student Task Statement

Fill in the blanks to show your best Sunday schedule.

Time

Activity

Clock

Time, digital format. Blank, symbol, blank.

Activity Synthesis

Invite previously identified students to share.
Display students’ schedules, covering up the digital clocks and asking the class to tell the times.

Lesson Synthesis

“In this unit, we studied shapes, split shapes into equal parts, and learned to tell time. What did you like best in this unit? Why?”

to access Cool-down.

Student Section Summary

We learned how to tell time to the hour and the half hour.

We say “___ o’clock” when:

The minute hand points to the 12.
The hour hand points to a number.

Clock. Shorter arrow points to 2. Longer arrow points to 12.

It is 2 o’clock.

Clock. Shorter arrow points to 8. Longer arrow points to 12.

It is 8 o’clock.

We say "half past ___" when:

The minute hand has gone halfway around the clock and points to the 6.
The hour hand points halfway between two numbers.

Clock. Shorter arrow points between 3 and 4. Longer arrow points to 6.

It is half past 3.

Clock. Shorter arrow points between 6 and 7. Longer arrow points to 6.

It is half past 6.

We learned how to write time.

It is 2:00.

Clock. Shorter arrow points between 4 and 5. Longer arrow points to 6.

It is 4:30.

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Standards Alignment

Building On

Addressing

Building Toward

to access Student Response.

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Advancing Student Thinking

Are You Ready for More?

Student Response

to access Student Response.

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Advancing Student Thinking

Are You Ready for More?

to access Student Response.

Cool-down

to access Cool-down.

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Lesson 16

Hard Times

Warm-up

Number Talk: Tens and Ones

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

What’s the Time?

Standards Alignment

1.MD.B.3

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 2

What’s the Time, Again?

Standards Alignment

1.MD.B.3

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Activity 3

Sunday Schedule

Standards Alignment

1.MD.B.3

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

1.NBT.C.4

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?