# Lesson 10

Conozcamos el tablero de 10

## Warm-up: Observa y pregúntate: Dedos y tableros de 5 (10 minutes)

### Narrative

The purpose of this warm-up is to elicit the idea that fingers and 5-frames both show 10 in 2 groups of 5, which will be useful when students use 5-frames to create a 10-frame and represent quantities on 10-frames in later activities.

### 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 compañero lo que 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 tienen en común los dedos y las fichas que hay en los tableros de 5?” // “How are the fingers and the counters on 5-frames the same?” (Each hand has 5 fingers. Each 5-frame has 5 counters. There are 10 fingers and 10 counters.)

## Activity 1: Conozcamos los tableros de 10 (15 minutes)

### Narrative

The purpose of this activity is for students to represent quantities between 5 and 10 using 5-frames. Students cut out and put together 5-frames to create a representation of a given number. The images in the student responses look like 10-frames but students may put the 5-frames together in creative ways or take parts of more than two 5-frames. Students may choose to use one 5-frame and draw additional circles to form the number. In the activity synthesis, students see and discuss a 10-frame for the first time. If needed, the 5-frames can be cut out for students before the activity.

### Required Materials

Materials to Gather

Materials to Copy

• 5-Frames to Cut Out

### Launch

• Groups of 2
• Give each student a copy of the 5-frames to cut out, glue, and scissors.
• “Formen cada número. Si les ayuda, recorten los tableros de 5 para formar cada número” // “Make each number. You can cut out the 5-frames to help you make each number.”

### Activity

• 8 minutes: partner work time
• Monitor for students who glue two 5-frames, one right above the other.

### Student Facing

Recorta y pega los tableros de 5 para formar cada número.

### Activity Synthesis

• Invite previously identified students to share their 5-frames for 9.
• “Hoy vamos a empezar a usar una herramienta nueva que se llama ‘tablero de 10’. En él caben 10 fichas y nos ayuda a organizar y a mostrar números. Un tablero de 10 es dos tableros de 5 unidos” //  “Today we are going to start using a new tool called a 10-frame. It holds 10 counters and helps us organize and show numbers. A 10-frame is two 5-frames put together.”
• Display a 10-frame or an image, such as:

## Activity 2: Números con los dedos y tableros de 10 (10 minutes)

### Narrative

The purpose of this activity is for students to gain familiarity with the 10-frame by showing different numbers on it. While students may arrange the counters on the 10-frame in many different ways, the structure of the fingers, with 5 on one hand and some more on another hand, encourages students to think about the 10-frame as 2 groups of 5.

The purpose of the activity synthesis is to highlight the convention of filling out the 10-frame from top to bottom and left to right. This allows students to see numbers 6–10 in relation to 5 and also makes it easy to determine how many squares are empty. While students may organize their counters differently, representations students see will be organized this way to emphasize the structure of the tool. In addition, moving from left to right and from top to bottom aligns with and reinforces the way children learn to read.

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question, “¿Cuántos dedos están levantados?” // “How many fingers are held up?” for each picture. This gives both students an opportunity to produce language.
Representation: Develop Language and Symbols. Synthesis: Make connections between the 5-frame representation that can be seen in the 10-frame that is being used. For example “¿Ven un tablero de 5 en el tablero de 10 que estamos usando?” // “Do you see a 5-frame in the 10-frame we are using here?” Reiterate the fact that when we use the 10-frame we will fill the top row first and then move from left to right. If time allows, show a non-example of what a 10-frame could look like.
Supports accessibility for: Visual-Spatial Processing, Conceptual Understanding

### Required Materials

Materials to Gather

Materials to Copy

• Numbers on Fingers and 10-frames

### Launch

• Groups of 2
• Give each student a copy of the blackline master and two-color counters.
• “Averigüen cuántos dedos están levantados en cada imagen. Después, usen sus fichas para mostrar ese número en el tablero de 10” // “Figure out how many fingers are held up in each picture. Then use your counters to show that number on the 10-frame.”

### Activity

• 6 minutes: partner work time

### Activity Synthesis

• Display 10-frames filled as shown:
• “¿En qué se parecen estos tableros de 10? ¿En qué son diferentes?” // “What is the same about these 10-frames? What is different?” (They both show 6 counters. They both have one full row and one counter in the other row. The top one has a full top row and the bottom one has a full bottom row.)
• “En las imágenes que vamos a usar en clase, vamos a llenar primero la fila de arriba, de izquierda a derecha. Después, llenamos la fila de abajo, también de izquierda a derecha” // “In the images that we’ll use in class, we will fill the top row first, from left to right, and then go to the bottom row and fill it from left to right.”
• Display 10-frame filled as shown:
• “Vamos a mostrar 7 así” // “This is how we’ll show 7.”

## Activity 3: Centros: Momento de escoger (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.

Students choose from any stage of previously introduced centers.

• Shake and Spill
• Counting Collections

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Shake and Spill, Stages 1–3
• Counting Collections, Stage 1
• Roll and Add, Stages 1 and 2

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we 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.
• 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.

Revuelve y saca

Contar colecciones

Lanza y suma

### Activity Synthesis

• “Cuando trabajaron hoy con su compañero, ¿cómo decidieron quién iba primero?” // “When you were working with your partner today, how did you decide who goes first?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy usamos una herramienta nueva llamada ‘tablero de 10’ para organizar y mostrar números” // “Today we used a new tool called a 10-frame to organize and show numbers.”

Display a 10-frame with 6 red counters.

“Díganle a su compañero lo que saben sobre este tablero de 10” // “Tell your partner what you know about this 10-frame.” (There are 10 squares on the 10-frame. There are 5 squares on the top and 5 squares on the bottom. There are 6 counters. 4 of the squares are empty.)

“Usen sus dedos para mostrar cuántas fichas hay en el tablero de 10” // “Use your fingers to show how many counters are on the 10-frame.”