# Lesson 17

Día 3 de centros (optional)

## Warm-up: Conversación numérica: Restémosle a un múltiplo de 10 (10 minutes)

### Narrative

This Number Talk encourages students to use what they know about place value and decomposing numbers to mentally find the value of each difference. The strategies elicited here will be helpful later in the lesson when students practice subtraction within 100.

### Launch

• Display one expression.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

### Activity

• Keep expressions and work displayed.
• Repeat with each expression.

### Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$60 - 10$$
• $$60 - 11$$
• $$60 - 21$$
• $$70 - 32$$

### Activity Synthesis

• “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _____ ’s reasoning in a different way?”
• “¿Alguien usó la misma estrategia, pero la explicaría de otra forma?” // “Did anyone have the same strategy but would explain it differently?”
• “¿Alguien pensó en el problema de otra forma?” // “Did anyone approach the problem in a different way?”
• “¿Alguien quiere agregar algo a la estrategia de _____?” // “Does anyone want to add on to _____’s strategy?”

## Activity 1: Conozcamos “Haz diagramas de puntos: Pulgadas y centímetros” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the Creating Line Plots center. In this stage, students measure up to 8 objects to the nearest centimeter or inch. They work with a partner to create a line plot to represent their measurement data. Then, they ask their partner 2 questions that can be answered based on their line plot.

### Required Materials

Materials to Gather

Materials to Copy

• Creating Line Plots Stage 1 Recording Sheet, Spanish

### Required Preparation

• Gather collections of objects of various lengths. Collections could include pencils, crayons, math tools, or other classroom materials that have varying lengths.

### Launch

• Groups of 2
• Give each group rulers and a line plot template.
• “Vamos a conocer un centro nuevo. El centro ‘Haz diagramas de puntos’” // “We are going to learn a new center. The Creating Line Plots center.”
• “Pueden medir hasta 8 objetos al centímetro más cercano o a la pulgada más cercana. Luego, con su pareja, hagan un diagrama de puntos que represente sus datos. Después, por turnos, hagan a su pareja 2 preguntas que se puedan responder a partir de su diagrama de puntos” // “You can measure up to 8 objects to the nearest centimeter or inch. Then work with your partner to create a line plot to represent your data. After that, you take turns asking your partner 2 questions that can be answered based on your line plot.”

### Activity

• 15 minutes: partner work time
• Monitor for a variety of questions students ask their partners about their line plots.

### Activity Synthesis

• Display a student created line plot.
• “Con su pareja, invéntense una pregunta que se pueda responder a partir de este diagrama de puntos” // “Work with your partner to come up with a question that can be answered based on this line plot.”
• Invite students to ask the class their question and have the class answer based on the line plot.

## Activity 2: Centros: Momento de escoger (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that focus on addition and subtraction within 100 and estimation and measurement. If students choose the Estimate and Measure center as their first choice, they may choose to represent their measurements in a line plot using the Creating a Line Plots center materials as their second choice.

Students choose from any stage of previously introduced centers.
• Estimate and Measure
• Number Puzzles
• Target Measurements

### Required Materials

Materials to Gather

### Required Preparation

Gather materials from:

• Estimate and Measure, Stage 2
• Number Puzzles, Stages 24
• Target Measurements, Stage 1

### Launch

• “Ahora van a escoger centros de los que ya conocemos” // “Now you will choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué actividad les gustaría hacer primero. Si empiezan con ‘Estima y mide’ ahora, pueden usar sus medidas en el centro ‘Haz diagramas de puntos’, si lo toman como segunda opción” // “Think about which activity you would like to do first. If you start with Estimate and Measure now, you can use your measurements in the Creating Line Plots center as your second choice.”
• 30 seconds: quiet think time

### Activity

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

### Student Facing

Escoge un centro.

Estima y mide

Acertijos numéricos

Medidas objetivo

### Activity Synthesis

• “¿Qué les gustó de las actividades en las que trabajaron hoy?” // “What did you like about the activities you worked on today?"

## Lesson Synthesis

### Lesson Synthesis

“Hoy tuvieron tiempo para trabajar en varias actividades de los centros. Cuéntenle a su pareja una cosa que haya hecho muy bien durante el tiempo que trabajaron juntos hoy” // “Today we had a chance to work on many different center activities. Tell your partner one thing they did really well during your work together today.”