Lesson 14

The purpose of this Choral Count is to invite students to practice counting on from a given number and notice patterns in the count.

• “Cuenten de 1 en 1, empezando en 13” // “Count by 1, starting at 13.”
• Record as students count.
• Stop counting and recording at 20.

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

• “Mencionen un número que sea más que 4” // “Name a number that is more than 4.”
• “Mencionen un número que sea más que 11” // “Name a number that is more than 11.”
• “Mencionen un número que sea menos que 7” // “Name a number that is less than 7.”
• “Mencionen un número que sea más que 15” // “Name a number that is more than 15.”

The purpose of this activity is for students to develop fluency as they find the value of addition and subtraction expressions within 5.

• Display the student book.
• “Este código nos dice cuál color usar. Si el grupo de puntos o la expresión muestra 5, van a colorear esa parte del dibujo de marrón” // “This code tells us which color to use. If the group of dots or expression shows 5, you are going to color that section brown.”
• “Esta parte del dibujo dice \(2 + 0\). ¿De qué color debo colorear esta parte? ¿Cómo lo saben?” // “This section says \(2 + 0\). What color should I color this section? How do you know?” (You should color it green. \(2 + 0\) is 2.)
• “Averigüen el número total de puntos que hay en cada imagen. Encuentren el valor de cada expresión. Revisen la leyenda para decidir cuál color usar en cada parte del dibujo. Si la expresión es \(2 + 1\), colorean esa parte de rojo porque en la leyenda dice que ‘3’ se debe colorear de rojo” // “Figure out the total number of dots in each image. Find the value of each expression. Check the key to determine which color to use on this section. If the expression is \(2 + 1\), you would color that section red, because in the key it says that ‘3’ should be colored red.”

• 15 minutes: independent work time

• “¿De qué maneras distintas se muestra 3 y 2 en su hoja para colorear?” // “What are the different ways that 3 and 2 is shown on your coloring page?” (\(2 + 3\), \(3 + 2\).)
• “¿Cómo pueden mostrar de otra manera que 3 y 2 es 5?” // “How could you show that 3 and 2 is 5 in a different way?” (I could show 3 and 2 is 5 on my fingers or with dominoes or with counters.)
• “¿Pueden pensar en una manera de formar 4 que no se muestre en la hoja para colorear?” // “Can you think of a way to make 4 that isn’t shown on the coloring page?” (2 dots and 2 dots, 5 dots with 1 crossed out)

The purpose of this activity is for students to sort compositions and decompositions of numbers to 5 represented as expressions. Students find the value of expressions as they sort the cards into groups by total.

• Create a set of cards from the blackline master for each group of 2.

• Groups of 2
• Give each group of students a set of cards.

• “En cada caso, con su compañero, encuentren todas las expresiones que muestran ese número” // “For each number, work with your partner to find all of the expressions that show that number.”
• 5 minutes: partner work time
• “Escriban una expresión más para cada número” // “Write one more expression for each number.”
• 3 minutes: independent work time

• Invite a student to share how they sorted the cards.

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.

• 5-frames
• Roll and Add
• Bingo
• Geoblocks
• Find the Value of Expressions

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

• Gather materials from: 
  • 5-frames
  • Roll and Add
  • Bingo
  • Geoblocks
  • Find the Value of Expressions

• Groups of 2
• “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

• “¿Qué pueden hacer que los ayude a trabajar con éxito en los centros? ¿Qué pueden hacer sus compañeros para ayudarlos a trabajar con éxito? ¿Qué puede hacer su profesor?” // “What can you do to help you be successful when working in centers? What can your partner(s) do to help you be successful? What can your teacher do?”