# Lesson 16

Horas difíciles

## Warm-up: Conversación numérica: Decenas y unidades (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings 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.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

### Activity

• Keep expressions and work displayed.
• Repeat with each expression.

### Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$8 + 32$$
• $$8 + 33$$
• $$8 + 38$$
• $$8 + 48$$

### Activity Synthesis

• “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _______ 's reasoning in a different way?”

## Activity 1: ¿Qué hora es? (15 minutes)

### Narrative

The purpose of this activity is for students to analyze times that can be challenging due to the orientation 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 it's position to tell the time (MP6).
MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.

### Required Materials

Materials to Gather

### Required Preparation

• Each student needs both the Hour Clock Cards and Half Hour Clock Cards from previous lessons.

### 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

### Activity Synthesis

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

## Activity 2: Dime otra vez, ¿qué hora es? (10 minutes)

### Narrative

The purpose of this activity is to analyze a clock showing a time when it can be difficult to tell the difference between the hour 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 y Priya leyeron el reloj, pero dijeron dos horas distintas” // “Diego and Priya read the clock and got two different times.”
• “¿Quién tiene la razón? ¿Cómo lo saben?” // “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 6 and one who says that for 12:30 the hour hand should be between 12 and 1.

### Student Facing

1.

Diego dice que este reloj muestra las 6:00.

Priya dice que el reloj muestra las 12:30.

¿Con quién estás de acuerdo? ¿Por qué?

Síntesis:

### Activity Synthesis

• Invite previously identified students to share.
• “¿Por qué creen que Priya se confundió? ¿Qué le podrían decir que le ayude a reconsiderar lo que pensó?” // “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 is the hour and the long hand is the minute. I could remind her that if it was 12:30 the hour hand would have to be between two numbers.)
• “En el reloj sin manecillas, dibujen manecillas para mostrar las 12:30” // “On the blank clock, draw hands to show 12:30.”

## Activity 3: El horario del domingo (10 minutes)

### Narrative

The purpose of this activity is for students to write time to the hour and half-hour in order to fill in a Sunday schedule. Students fill in all 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 a 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.

### Student Facing

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

Hora

Reloj

### 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

### Lesson Synthesis

“En esta unidad, estudiamos figuras, partimos figuras en partes iguales y aprendimos a leer la hora. ¿Qué fue lo que más les gustó de esta unidad? ¿Por qué?” // “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?”

## Student Section Summary

### Student Facing

Aprendimos cómo leer horas en punto y horas y media.

Aprendimos que cuando la manecilla de los minutos señala el 12, la manecilla de las horas señala un número. Decimos “___ en punto”.

Son las 2 en punto.

Son las 8 en punto.

Aprendimos que cuando la manecilla de los minutos ha recorrido la mitad del reloj y señala el 6, la manecilla de las horas señala la mitad entre 2 números. Decimos “___ y media”.

Son las 3 y media.

Son las 6 y media.

Aprendimos cómo escribir la hora.

Son las 2:00.

Son las 4:30.