Lesson 13

The purpose of this Choral Count is to invite students to practice counting backward by 1 and notice patterns in the count. These understandings help students develop fluency with the count sequence as well as the base-ten structure of numbers.

• “Contemos hacia atrás de 1 en 1, empezando en 100” // “Count backward by 1, starting at 100.”
• Record as students count.
• Stop counting and recording at 70.

• “¿Qué patrones observan?” // “What patterns do you see?”
• 1-2 minutes: quiet think time
• Record responses.

• “¿Quién puede describir el patrón con otras palabras?” // “Who can restate the pattern in different words?”
• “¿Alguien quiere compartir otra observación sobre por qué ocurre ese patrón aquí?” // “Does anyone want to add an observation on why that pattern is happening here?”

The purpose of this activity is for students to choose from activities focusing on two-digit numbers. Students are introduced to stage 3 of the Target Numbers center. Then students choose between that center or others previously introduced.

Students choose from any stage of previously introduced centers.

• Target Numbers
• Number Puzzles
• Mystery Number

• Gather materials form previous centers:
  • Target Numbers, Stages 1-2
  • Number Puzzles, Stages 1-4
  • Mystery Number, Stage 1

• Groups of 2
• “Hoy van a escoger centros de los que ya conocemos. Una de las opciones es jugar ‘Números objetivo’ de una forma nueva. Igual que la vez pasada, su número objetivo es 95. Lancen dos dados para obtener su número inicial. Luego, en cada turno, lancen tres dados y escojan uno de los números para representar las decenas y otro número para representar las unidades. Súmenle el nuevo número que formaron al número con el que empezaron y anoten su ecuación. Sigan jugando durante seis rondas para ver quién se acerca más a 95 sin pasarse” // “Today you will choose from centers we have already learned. One of the choices is to play Target Numbers in a new way. Just like last time, your target number is 95. You will roll two cubes to get your starting number. Then, on each turn, roll three cubes and choose one of the numbers to represent the tens and another number to represent the ones. Add the new number you made to your starting number and record your equation. Continue playing for six rounds to see who gets closest to 95 without going over.”
• 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

• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

• “¿Qué les gustó de los centros que escogieron?” // “What did you like about the centers you chose?”

The purpose of this activity is for students to choose from activities focusing on two-digit numbers. Students are introduced to stage 6 of the Five in a Row center. Then students choose between that center or others previously introduced.

Students choose from any stage of previously introduced centers.

• Five in a Row
• Get Your Numbers in Order
• Grab and Count

• Gather materials from previous centers:
  • Five in a Row, Stages 1-6
  • Get Your Numbers in Order, Stage 1
  • Grab and Count, Stage 2

• Groups of 2
• “Ahora van a escoger otros centros de los que ya conocemos. Una de las opciones es jugar ‘Cinco en línea’ con un nuevo tablero de juego. En este tablero de juego, van a sumar 2 números de dos dígitos que forman una nueva decena” // “Now you will choose from other centers we have already learned. One of the choices is to play Five in a Row with a new gameboard. On this gameboard you will add 2 two-digit numbers that make a new ten.”
• 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

• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

• “¿Qué pudieron practicar en los centros que escogieron?” // “What did the centers you chose help you work on?”