The purpose of this activity is for students to tell and write time to the nearest minute. They learn that there are 60 small tick marks around the clock to show each of the 60 minutes in 1 hour. The work here gives students a reason to attend to the features of the clock and use them to tell time more precisely (MP6). The Activity Synthesis provides an opportunity to discuss how the clock does not indicate whether the time is a.m. or p.m.

• Invite students to share how they knew the time on each clock. Emphasize strategies for telling time to the nearest minute.
• Consider asking:
  • “¿Hubo algunas horas que al principio los confundieron o que fueron más difíciles de leer?” // “Were there any times that confused you at first or were harder to tell?” (On the fourth clock, I thought the hour might be 8.)
  • “¿Alguien tiene sugerencias sobre cómo leer las horas que eran confusas?” // “Does anyone have suggestions for how to handle some of the times that could create confusion?”
• If not mentioned by students, ask: “¿Pudieron saber si la hora en el reloj era a.m. o p.m.?” // “Were you able to tell whether the time on the clock was a.m. or p.m.?” (No, the clock doesn’t tell us whether it is a.m. or p.m. We would need more information to know that.

The purpose of this activity is for students to tell and write time to the nearest minute as they draw times on blank clocks.

• “Cuéntame cómo decidiste en dónde dibujar cada manecilla” // “Tell me about how you decided where to draw each hand.”
• “¿Qué puedes hacer para que sea más fácil diferenciar la manecilla de las horas de la manecilla de los minutos?” // “How could you make it easier to tell the hour hand from the minute hand?”

• Invite students to share the times they drew on the clocks. Emphasize how they distinguished between the hour and minute hands for someone else to be clear on the time they are showing.
• Consider asking:
  • “¿Hubo algunas horas que al principio los confundieron o que fueron más difíciles de mostrar?” // “Were there any times that confused you at first or were harder to show?” (For 3:18, I had to draw the hands really close together.)
  • “¿Alguien tiene sugerencias sobre qué hacer con algunas de las horas que pueden ser más difíciles de mostrar?” // “Does anyone have suggestions for how to handle some of the times that might be harder to show?”
• “Cuando le dibujaron una hora a su compañero, ¿qué tuvieron que tener en mente?” // “When you were drawing a time for your partner, what did you have to keep in mind?” (to make sure to show the difference between the minute and hour hands clearly, to be precise in what minute the hand was pointing to)