# Lesson 13

Es hora de aprender sobre relojes

## Warm-up: Observa y pregúntate: Relojes (10 minutes)

### Narrative

The purpose of this warm-up is to elicit the idea that time is a measurement, which will be useful when students read clocks in hours in a later activity. While students may notice and wonder many things about these images, the ideas that these numbers represent time and student experiences with digital clocks are the important discussion points.

### Launch

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• “En esta lista se muestran distintas horas. ¿En dónde han visto que se muestre la hora de forma parecida?” // “This list shows different times. Where have you seen times shown like this?” (I’ve seen it on clocks, iPhone, iPad, computer, and watches.)
• “Podemos describir el tiempo usando horas. Leemos la primera hora como “la 1 en punto”. Leamos todas las horas juntos” // “We can tell the time using hours. We read the first time as “1 o’clock.” Let’s read all the times together.”

## Activity 1: Clasificación de tarjetas: Relojes (15 minutes)

### Narrative

The purpose of this activity is for students to understand how to tell time using an analog clock, with only the hour hand. Students work with a set of cards that show clocks with just the hour hand. When they sort the cards, students focus on the structure of the clock faces, mainly the numbers and where the arrow points (MP7). In the activity synthesis, students are introduced to the language, hour hand, and that time to the hour is read as “___ o’clock.

The cards that the students create will be used in the next activity and future lessons.MLR8 Discussion Supports. Synthesis: To support the transfer of new vocabulary to long term memory, invite students to chorally repeat these phrases in unison 1-2 times: hour hand, 3 o’clock.

### Required Materials

Materials to Gather

Materials to Copy

• Clock Cards Hour

### Launch

• Groups of 2
• Give each student a copy of the blackline master and a pair of scissors.
• Display image in student workbook.
• “¿Qué observan acerca de este reloj? ¿Qué se preguntan?” // “What do you notice about this clock? What do you wonder?” (This clock is a circle, it shows numbers from 1 to 12 going around. It has little lines on the outside.)
• 1 minute: partner discussion
• Share responses.

### Activity

• “Recorten las tarjetas y organícenlas de una manera que tenga sentido para ustedes” // “Cut out the cards and organize them in a way that makes sense to you.”
• 6 minutes: independent work time
• “Expliquen cómo organizaron sus tarjetas con su compañero” // “Explain how you organized your cards with your partner.”
• 3 minute: partner discussion
• Monitor for students who organized their clocks in different ways.

### Student Facing

¿Qué observas acerca de este reloj?

¿Qué te preguntas?

### Activity Synthesis

• Invite previously identified students to share.
• “¿Cómo organizó _____ sus relojes?” // “How did _____ organize their clocks?”
• Display the card with the hour hand pointing to the 3.
• “A esta flecha la llamamos la ‘manecilla de las horas’ y, cuando apunta al 3, decimos 3 en punto // “We call this arrow the hour hand and when it points to 3 we say, 3 o’clock.”
• “Digamos esta hora juntos” // “Let’s say this time together.”
• Repeat with more cards as time permits.

## Activity 2: Conectemos relojes con horas escritas (10 minutes)

### Narrative

The purpose of this activity is to connect the time shown on a digital clock with an analog clock with only the hour hand displayed. Students use the cards created in the first activity to write times in the digital format to represent each clock.

### Required Preparation

• Each student needs the clock cards they created in the previous activity.

### Launch

• Display image in student workbook.
• “Estos dos relojes muestran la misma hora. ¿Qué hora muestran? ¿Cómo lo saben?” // “These clocks both show the same time. What time do they show? How do you know?” (They show 1 o’clock. The arrow is pointing to the 1. There is a 1 on the left of the written time.)
• 30 seconds: quiet think time
• Share responses.

### Activity

• “En las tarjetas que hicieron en la primera actividad, escriban la hora debajo de cada reloj” // “On the cards you made in the first activity, write the times under each clock.”
• 5 minutes: independent work time

### Student Facing

Estos dos relojes muestran la misma hora.

¿Qué hora muestran?

¿Cómo lo sabes?

### Activity Synthesis

• Display the card that shows 5 o’clock.
• “Encuentren la tarjeta que le corresponde a esta tarjeta. ¿Qué hora escribieron debajo de este reloj? ¿Cómo supieron que muestra las 5:00?” // “Find your card that matches this card. What time did you write under this clock? How did you know that it shows 5:00?”
• “Encuentren la tarjeta que muestra las 4 en punto. ¿Cómo supieron que muestra las 4:00? ¿Cómo escribieron la hora?” // “Find the card that shows 4 o’clock. How did you know that it shows 4:00? How did you write the time?” (The arrow is pointing to the 4. 4:00)
• Repeat with other cards as time permits.

## Activity 3: Nuestro día escolar (10 minutes)

### Narrative

The purpose of this activity is to represent time to the hour on analog clocks and write time to the hour digitally, using the context of a daily school schedule. Students look at a schedule with the time and activity given and represent the same time on a clock. Students begin to explore the minute hand.

Teachers can create their own schedule to use for this activity or can use the one provided.

When students connect the times of different activities to the times shown on the clocks, they reason abstractly and quantitatively (MP2).

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

### Launch

• Groups of 2
• Display the image of two clocks from the workbook.
• “Ambos relojes muestran la misma hora. ¿Qué observan?” // “Both of these clocks show the same time. What do you notice?” (They both have an hour hand that points to 8, but the first clock has another longer arrow that points to 12.)
• 30 seconds: quiet think time
• Share responses.
• “El reloj tiene dos manecillas o flechas. Vimos la manecilla de las horas señalando distintas horas. La manecilla larga es la manecilla de los minutos. Cuando ella señala el 12, decimos que son las '___ en punto'. En este reloj se muestran las 8 en punto” // “The clock has two hands or arrows. We saw the hour hand pointing to different times. The long hand is the minute hand. When it points to 12, we say it is '___ o’clock.' This clock shows 8 o'clock.”

### Activity

• “En esta lista se muestra un horario, pero no todos los relojes están completos. Con su compañero, hagan que cada reloj muestre la hora a la que ocurre cada actividad” // “This list shows a schedule, but not all of the clocks are filled in. With your partner, make each clock show the time each activity happens.”
• 4 minutes: partner work time
• Monitor for students who
• Include the minute hand.
• Do not include the minute hand.

### Student Facing

Lectura

Merienda

Matemáticas

Almuerzo

Recreo

Arte

Salida de la escuela

Tareas

### Activity Synthesis

• Invite previously identified students to share what they drew for 4:00.
• “¿En qué se parecen y en qué son diferentes estos dos relojes?” // “How are these two clocks the same and how are they different?” (One has two arrows and the other has one. Both show 4 o’clock because they have the hour hand pointing to the 4.)

## Lesson Synthesis

### Lesson Synthesis

Display the blank clock from the first activity.

Draw the hour hand so that it points to 6.

“¿Qué hora se muestra aquí?” // “What time does this show?” (6 o’clock)

“¿Cómo debería dibujar la manecilla de los minutos?” // “How should I draw the minute hand?” (It should point to the 12.)

Draw a big arrow pointed to the 12.

“¿Cómo podemos escribir la hora?” // “How can we write the time?” (6:00)

“Dibujen la manecilla de los minutos en sus tarjetas de reloj” // “Draw the minute hand on your clock cards.”