options: Measure lengths indirectly and by iterating length units.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Classify objects and count the number of objects in each category.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Measure and estimate lengths in standard units.

Convert like measurement units within a given measurement system.

Work with time and money.

Represent and interpret data.

Describe and compare measurable attributes.

Tell and write time.

Geometric measurement: understand concepts of angle and measure angles.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Relate addition and subtraction to length.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
problem_activity: 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 and Priya read the clock and got two different times.”
“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
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Diego says this clock shows 6:00.
Priya says the clock shows 12:30.
Who do you agree with? Why?
Synthesis:
[IMG]
[IMG]
Student Response
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Activity Synthesis
Invite previously identified students to share.
“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.)
“On the blank clock, draw hands to show 12:30.”


correct_option_index: 9