Unit 7, Lesson 14
La mitad del reloj
Grado 1
Warm-up
10 mins
Conversación numérica: Trabajemos con el 30
Standards Alignment
Building On
Addressing
1.NBT.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Building Toward
Instructional Routines
Number TalkMaterials
NoneActivity Narrative
The purpose of this Number Talk is to elicit the strategies and understandings that students have for adding within 100.
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
- Record answers and strategies.
- Keep expressions and work displayed.
- Repeat with each expression.
Student Task Statement
Encuentra mentalmente el valor de cada expresión.
Student Response
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Advancing Student Thinking
Activity Synthesis
- “¿Alguien puede expresar el razonamiento de _______ de otra forma?” // “Who can restate _______ 's reasoning in a different way?”
- “¿Alguien usó la misma estrategia, pero la explicaría de otra forma?” // “Does anyone have the same strategy but explains it differently?”
Activity 1
15 mins
Ordenemos horas
Instructional Routines
NoneMaterials
To Copy (from Blackline Masters)
Clock Cards Half Past
Activity Narrative
The purpose of this activity is for students to see that the hour hand doesn’t always point directly at a number on the clock. Students see that the hour hand can point between two numbers. The end of the Activity Synthesis provides an opportunity for formative assessment of students’ understanding of the language of “half past,” which they will continue to develop in the next activities.
Launch
- Groups of 2
- Give each student their clock cards from the previous lesson, a copy of the blackline master, and scissors.
- Display the image from the student book.
- “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
- 1 minute: quiet think time
- 1 minute: partner discussion
- Share and record responses.
Activity 2
10 mins
¿Qué hora y media?
Instructional Routines
NoneMaterials
To Gather
Colored pencils, crayons, or markersActivity Narrative
The purpose of this activity is for students to identify whether a clock is showing a time that’s “half past” or “o’clock.” Students use the position of the hour hand to determine the time.
MLR2 Collect and Display. Circulate to listen for and collect the language students use as they talk about the clocks. On a chart, record words and phrases such as “y media” // “half past,” “manecilla de las horas” // “hour hand,” “manecilla de los minutos” // “minute hand,” “en punto” // “o’clock.” Invite students to borrow language from the chart as needed, and update it throughout the lesson.
Advances: Conversing, Speaking
Advances: Conversing, Speaking
Representation: Access for Perception. To ensure access for students with color blindness, label the colors on charts and student tasks. Provide colored pencils, crayons, or markers that have labels to indicate color.
Supports accessibility for: Visual-Spatial Processing
Supports accessibility for: Visual-Spatial Processing
Activity 3
10 mins
Observa y pregúntate: Las manecillas del reloj giran y giran
Instructional Routines
Notice and WonderMaterials
To Gather
Materials from a previous activityActivity Narrative
The purpose of this activity is for students to connect their understanding of half of a circle to the minute hand moving halfway around the face of a clock (MP7). Students watch a display clock to see that as the minute hand goes around the clock, the hour hand goes from one hour to the next. In the Activity Synthesis, students add the minute hand to their half-past clock cards. In the next lesson, students will connect the term “half past” to 30 minutes to write times in hours and half hours.
Use a display clock set to 10:00 to move the minute hand around until the clock shows 11:00. If a display clock is not available, this video can be used.
Lesson Synthesis
“Hemos visto relojes que muestran el tiempo tanto en horas como en medias horas” // “We’ve looked at clocks that show times in hours and half hours.” Display the clock cards showing 2 o’clock and half past 2.
“¿En qué se parecen estos relojes? ¿En qué son diferentes?” // “What is the same about these clocks? What is different?” (Both clocks have two hands. On the clock showing 2 o’clock, the minute hand points to the 12; but on the half-past clock, the minute hand points to the 6. On the clock showing 2 o’clock, the hour hand points at the 2; but on the half-past clock, it points between 2 and 3.)
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