## Student Explains Her Reasoning - Section 4: Independent Practice

# What's the Difference?

Lesson 6 of 9

## Objective: SWBAT articulate the similarities and differences between time to the hour and half hour. SWBAT tell time to the hour and half hour.

## Big Idea: Students compare and contrast clocks in this rigorous first grade lesson. This lesson also would be a great review in 2nd grade!

#### Setting Up the Learning

*7 min*

**CCSS Context:**

This is the first time students encounter clocks in the CCSS standards. Students are expected to tell time to the hour and half hour in first grade, and to the 5 minutes in 2nd grade. This lesson asks students to compare hour and half hour times. This gets at a rigorous level of Bloom's: students are expected to notice similarities and differences. This also helps students not confuse hour and half hour in later lessons!

**Review:**

Yesterday we learned how to tell time to the half hour. To get our brains ready, let's review the steps for telling time and practice a few times together.

**Connect: **

This is important because we have to be able to tell any time we see on the clock!

**Objective**

Your thinking job today is: How does the clock look different when it is showing time to the hour and half hour?

*expand content*

#### Opening Discussion

*10 min*

**I'll have a Venn Diagram on the board. On one side, I"ll have a clock that shows 10:00 and one that shows 10:30. See attached picture for our diagram!**

- Before starting the lesson, we will quickly discuss how a Venn diagram helps us organize your thinking. This allows for a tie in to using graphic organizers to organize student thinking for RL.1.9, "Compare and contrast the adventures and experiences of characters".

**Present problem: I have 2 clocks here. We do important things at both of these times. But the problem is, I can’t figure out which one is which! I am not sure which one is 10:00 and which one is 10:30. Does anyone think they know?**

**Let’s look at the clocks carefully. How are they the same?**

- Big point I want students to understand:
**Both hour hands are at 10.** - Other points I may hear are about how the clock looks the same (face, hands, numbers, etc).

**Now how are the clocks different?**

- Big point I want students to understand: The minute hand is pointing to different numbers. One is o'clock, one is 30.

**I'll go through list and challenge each thing on the list:**

- “You say that on both of these the hour hand is on the 10, but I think you are wrong. In this one, the hour hand is close to the 11, so I think it is on the 11. Agree or disagree? Why not?”

- “The minute hand is on the 12 on this one and the 6 on that one. (Point to 10:30)-this one must be 10:6. Agree or disagree?”

- “I’m unclear about why the minute hand says 00 on this one and 30 on this one. Can someone explain to me why?”

- “Why can’t I say 30 for both of them? Why can’t I say 00 for both of them?”

**See the Class Chart for the list we made as a class!**

#### Resources

*expand content*

#### Guided Practice

*15 min*

**I’ll show two clocks for this activity. I’ll show the clocks one at a time and have students write the time on their white boards. Then I’ll ask some of the guiding questions after each clock time. **

Whiteboards help me address misconceptions right away with students. It is an effective engagement strategy because all students are having to think and provide an answer. Then I can quickly assess in the moment if I need to address something whole group, or if I need to address a misconception with an individual student.

- First set of clocks-one is 6:00, one is 12:30

- Second set of clocks-both half hour

- Third set of clocks-both have the same hour, but one is o’clock, one is on the 30.

**Guiding Questions:**

- How are the clocks the same? How are they different?
- How are you sure of the hour? How about the minute?

*expand content*

#### Independent Practice

*15 min*

**Group A: Intervention**

Students pay attention to where the minute hand is-on the half or whole hours. Circle the matching time. When students finish, they will start the Group B work.

*See video of a student talking through one of the clocks on the clock sort. She had just completed the Group A work and had moved on to the Group B!*

**Group B: Right on Track**

Students sort half hour and hour clocks and write the times that match the clocks and then write how they are all the same in each column.

**Group C: Extension**

Students sort half hour and hour, but have the added challenge of the quarter hour. Can students differentiate between all three times?

See attached documents for independent practice!

*expand content*

#### Resources

*expand content*

##### Similar Lessons

###### Time to the Hour

*Favorites(17)*

*Resources(16)*

Environment: Urban

###### "Time" For My Catch

*Favorites(2)*

*Resources(26)*

Environment: Suburban

###### Understanding Time

*Favorites(5)*

*Resources(18)*

Environment: Urban

- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems