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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to revisit the conventions of telling time learned in grade 1. Students discuss the difference between the hour and minute hands as well as where each hand will be on the clock when showing time to the hour or half hour. They are reminded that the hour hand also moves as the minute hand moves around the circle.

Representation: Access for Perception. Use two different color markers, one for the hour hand and one for the minute hand, to consistently show the difference between the two hands and focus on their lengths.
Supports accessibility for: Memory, Attention

Launch

Groups of 2

Activity

“You are going to look at some analog clocks and think about how they work to show different times.”
As needed, review how to read time presented in a digital format.
5 minutes: partner work time
When representing 1:30, monitor for students who:
- Draw the hour hand pointing to the 1.
- Draw the hour hand pointing between 1 and 2.

Circle the clock that shows 4 o’clock.

Why doesn’t the other clock show 4 o’clock? Explain your reasoning.
Circle the clock that shows half past 7.

Why doesn’t the other clock show half past 7? Explain your reasoning.
Draw hands on the clock to show 10:00.
Draw hands on the clock to show 1:30.

Student Response

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Advancing Student Thinking

In the first two problems, if students say both clocks show the same time, consider asking:

“What is the same and different about these two clocks?”
“How does the hour hand show half past 7? How does the minute hand show half past 7?”

Activity Synthesis

Display two student clocks for 1:30, or draw and label clocks like these images:

Tyler

Mai
“Tyler and Mai both draw hands on the clock to show 1:30. Which clock shows 1:30? Explain.” (Tyler’s clock shows 1:30, because Tyler has drawn the hour hand halfway between the 1 and the 2. The minute hand points to 6. It has traveled halfway around the clock, so the hour hand has traveled halfway to the next hour.)
If possible, demonstrate the movement of both hands with a Judy Clock or use the demonstration video.

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

Card Sort Halves and Quarters Cards

Activity Narrative

The purpose of this activity is for students to make connections between circles that are partitioned into halves and fourths and telling time with halves and quarters of the clock. This sorting task gives students opportunities to use what they know about halves and quarters of circles to closely analyze clock faces, partitioned circles, and the phrases “quarter past,” “half past,” and “quarter till,” and make connections (MP7).

MLR8 Discussion Supports. Students should take turns finding a match and explaining their reasoning to their partner. Display the following sentence frames for all to see: “I noticed ____, so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances: Speaking, Conversing

Launch

Groups of 2
Give each group a set of cards.

Activity

“Sometimes we use words such as ‘half’ and ‘quarter’ to talk about the time to the hour.”
“This set of cards includes clock faces, partitioned circles, and phrases. Match each clock face with a partitioned circle and a phrase. Work with your partner to explain your reasoning.”
6 minutes: partner work time
Monitor for students who:
- Explain the clock and circle that show a quarter past the hour.
- Reason that “quarter till” might mean “1 quarter until the next hour.”
- Use the phrases with the hour shown on the clock face (for example, Card C as a quarter past 2).
Invite previously identified students to share their matches. Add any phrases to the chart from the Warm-up.
“Write the time shown on each clock, using the words ‘half past,’ ‘quarter past,’ or ‘quarter till.’”
3 minutes: independent work time
2 minutes: partner discussion

Your teacher will give you a set of cards. Match each clock face with a circle and a phrase. Be ready to explain your reasoning.
Write the time shown on each clock. Use the words “half past,” “quarter past,” or “quarter till.”

Student Response

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Advancing Student Thinking

If students use phrases other than “half past,” “quarter past,” or “quarter till” to tell the time, consider asking:

“What is the time shown on this clock?”
“How could you use the cards that you sorted to help you check the phrases you chose for telling the time?”

Activity Synthesis

Display the clock faces for 5:15, 5:30, and 5:45.
“What times do these clocks show?” (quarter past 5, half past 5, quarter till 6)
Share and record responses.
“Look at the hour hand on these 3 clocks. What do you notice about how it moves as the minute hand moves?” (The hour hand moves away from the 5 and closer to the 6.)
“While the minute hand moves around the whole clock, the hour hand moves from one number to the next. At quarter past, the hour hand has moved a little past one number and toward the next number. At half past, the hour hand is halfway to the next number, and at quarter till, the hour hand is getting close to the next number.”