Lesson 4

The purpose of this warm-up is to count on from a given number. As students count, point to the numbers posted so that students can follow along.

• “Contemos hasta 60” // “Let’s count to 60.”
• Count to 60.

• “Ahora empiecen en el número 9 y cuenten hasta 20” // “Now, start at the number 9 and count to 20.”
• Count on from 9 to 20.
• Repeat 3–4 times starting with other numbers within 10.

• “¿Cómo supieron qué número decir después de 9?” // “How did you know what number to say after 9?”
• “Podemos contar empezando en números diferentes a 1. Cuando contamos desde cualquier número hacia adelante, pensamos en qué número le sigue en la secuencia de conteo” // “We can start counting at numbers other than 1. When we count on, we think about what number comes next when we count.”

The purpose of this activity is to look for patterns in decompositions. The decompositions in the activity are presented in a way to encourage students to look for patterns, such as one addend getting larger while the other gets smaller, and use this information to determine if there are other possible decompositions. When students look for patterns, they look for and make use of structure (MP7). When they write expressions to represent diagrams they reason abstractly and quantitatively (MP2).

• Groups of 2
• Give students access to connecting cubes.
• “Andre y Priya separaron una torre que tenía 8 cubos. Cada vez que la separaban, usaban 2 colores diferentes para mostrarlo. Escriban una expresión para representar las 2 partes en las que separaron la torre cada vez” // “Andre and Priya snapped a tower with 8 cubes. They used 2 different colors to show how they broke their tower each time. Write an expression to represent the 2 parts that they snapped each tower into.”
• 2 minutes: partner work time
• “Estudien los cubos y las expresiones. ¿Qué patrones observan?” // “Look at the cubes and the expressions. What patterns do you notice?” (There are more yellow each time. There is 1 more yellow and 1 fewer blue each time. The first number in the expression is getting bigger)

• 3 minutes: partner discussion

• “¿Andre y Priya encontraron todas las maneras de separar la torre de 8 cubos? ¿Por qué piensan eso?” // “Did Andre and Priya find all of the ways to break apart the tower of 8 cubes? What makes you think that?” (They could have broken the tower into 6 yellow and 2 blue.)

The purpose of this activity is for students to find all the different decompositions of 7.

• Groups of 2
• Give groups access to connecting cubes and two-color counters.
• “Encuentren todas las maneras en las que pueden separar el 7 en 2 partes. Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Find all the different ways you can break apart 7 into 2 parts. Show your thinking using objects, drawings, numbers, or words. ”

• 5 minutes: partner work time
• “Si todavía no lo han hecho, escriban una expresión para mostrar cada manera en la que separaron el 7” // “If you haven’t already, write an expression to show each way that you broke apart 7.”
• 2 minutes: partner work time

• Invite 2–3 groups to share.
• “¿Cómo saben que encontraron todas las maneras de separar el 7?” // “How do you know you found all the ways to break apart 7?”
• “¿Alguien encontró otra manera de separar el 7?” // “Did anyone find another way to break apart 7?” 

The purpose of this activity is for students to choose from activities that offer practice with addition and subtraction.

Students choose from any stage of previously introduced centers.

• What’s Behind My Back?
• Check It Off
• Find the Value of Expressions
• Bingo
• Shake and Spill

• Gather materials from: 
  • What’s Behind My Back?, Stage 1
  • Check It Off, Stage 1
  • Find the Value of Expressions, Stage 1
  • Bingo, Stages 1–3
  • Shake and Spill, Stages 1–3

• “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

• 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

• “Digan una cosa de su trabajo de hoy en los centros en la que les gustaría seguir mejorando” // “What is one thing from your work in centers today that you would like to continue to get better at?”