# Lesson 5

Día 1 de centros

## Warm-up: Observa y pregúntate: Imagen matemática (10 minutes)

### Narrative

The purpose of this warm-up is to elicit the idea that students can create stories from a picture, which will be useful when students tell their own story problems in a later activity.

### Launch

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• “¿Qué historia podríamos contar sobre esta imagen?” // “What story could we tell about this picture?” (There were 9 books on the table. Then a girl took away 4. How many books are left on the table?)

## Activity 1: Conozcamos “Historias matemáticas: Suma y resta“ (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 4 of the center, Math Stories. Students pose and solve addition and subtraction story problems about pictures. Pages of picture books can also be used to help students generate stories. Students write an equation to represent their story problem.

### Required Materials

Materials to Copy

• Math Stories Stage 1 and 4 Pictures, Spanish
• Math Stories Stage 4 Recording Sheet, Spanish

### Launch

• Groups of 2
• Give each group a set of pictures and recording sheets.
• “Vamos a aprender una nueva manera de trabajar en el centro Historias matemáticas. Van a mirar imágenes y a contar historias matemáticas sobre ellas que tengan sumas o restas, como hicimos en el calentamiento. Después de que cuenten la historia y su pareja responda la pregunta, escriban una ecuación que corresponda a la historia” // "We are going to learn a new way to do the Math Stories center. You are going to look at pictures and tell addition or subtraction math stories about them, just like we did in the warm-up. After you tell the story and your partner answers the question, write an equation to match the story.”

### Activity

• 7 minutes: partner work time
• Monitor for a group who represented their problem with an addition equation and one who represented their problem with a subtraction equation.

### Activity Synthesis

• Invite previously identified students to share.
• “¿Cómo corresponde su ecuación a su historia?” // “How does their equation match their story?”

## Activity 2: Centros: Momento de escoger (25 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice organizing and representing data, telling and solving story problems, and adding and subtracting within 10.

• Sort and Display
• Math Stories
• Find the Pair
Engagement: Provide Access by Recruiting Interest. Use visible timers or audible alerts to help learners anticipate and prepare to transition between activities.
Supports accessibility for: Attention, Organization

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from previous centers:
• Sort and Display, Stage 1
• Math Stories, Stage 4
• Find the Pair, Stage 2

### Launch

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

### Student Facing

Escoge un centro.

Clasificar y mostrar

Historias matemáticas

Encuentra la pareja

### Activity Synthesis

• “Digan una cosa que hayan aprendido o en la que hayan mejorado al trabajar en el centro que escogieron” // “What is one thing you learned or got better at by working on the center you chose?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy escogimos actividades para hacer durante el tiempo de centros y trabajamos en ellas con un compañero” // “Today we chose activities to work on and worked with a partner during center time.”

“¿Cómo les fue trabajando con su pareja en los centros? ¿Qué salió bien? ¿Qué podemos mejorar?” // “How did you and your partner work together during centers? What went well? What can we continue to work on?”