Lesson 16

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see.

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

• Display the image.
• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

• Display the first two images.
• “¿Qué cambió en la segunda imagen con respecto a la primera?” // “What changed from the first image to the second image?” (There were 5 and 2 were taken away.)
• “Cuéntenle a su compañero cómo pueden mostrar lo que ocurrió con una expresión” // “Tell your partner how you can show what happened with an expression.” (\(5 - 2\))
• Repeat with the last two images.

The purpose of this activity is for students to play Stage 4 in the Shake and Spill center, which was introduced in an earlier unit. This activity supports students in finding the missing part of an equation in a later activity.

Students use 3, 4, or 5 counters. They see some of the counters and determine how many more counters are under the cup. Students write an expression to represent each composition and decomposition.

• Groups of 2
• Give each group of students a cup, 5 two-color counters, and two recording sheets.
• “Vamos a jugar ‘Revuelve y saca: Cubre’” // “We are going to play Shake and Spill, Cover.”
• If needed, review and demonstrate the steps of the center.
• “Por turnos, con su compañero, saquen y cubran las fichas amarillas. En cada turno, pueden decidir si usan 3, 4 o 5 fichas. Asegúrense de que ustedes y su compañero estén de acuerdo en cuántas fichas van a usar en total antes de revolver, sacar, cubrir y anotar” // “Take turns with your partner spilling and covering the yellow counters. On each turn you can decide to use 3, 4, or 5 counters. Make sure you and your partner agree on how many total counters you are using before you shake, spill, cover, and record.”

• 8 minutes: partner work time

• Display the number 3 and the expression \(2 + \underline{\hspace{1 cm}}\).
• “Han y Mai sacaron 3 fichas y ocultaron las amarillas. Esto es lo que escribieron en la hoja de registro. ¿Qué falta en la expresión? ¿Cómo lo saben?” // “Han and Mai spilled 3 counters and hid the yellow ones. This is what they wrote on the recording sheet. What is missing from the expression? How do you know?” (1 is missing. 2 and 1 are the parts that go together to make 3. If they can see 2 red counters, 1 yellow counter is hiding under the cup.)

The purpose of this activity is for students to find the missing value in addition and subtraction equations. This activity is optional because determining the missing value of an equation is not required by the standards. Students may “just know” some of the answers or they may use counting forward or backward (MP7) or they may draw a picture.

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• Display the student book.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (The equations have a number missing. Why are there numbers missing?)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “Escriban la parte desconocida de cada ecuación” // “FIll in the missing part of each equation.”

• 10 minutes: partner work time
• Monitor for students who use two-color counters or connecting cubes.
• Monitor for students who draw pictures.

• Invite previously identified students to share.

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

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

• Groups of 2
• “Hoy vamos a escoger un centro 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” // “Think about what you would like to do.”
• 30 seconds: quiet think time

• Invite students to work at the center of their choice.
• 10 minutes: center work time

• “Si fueran a enseñarle a otro estudiante cómo jugar el centro ______, ¿qué le dirían o qué le mostrarían?” // “If you were going to teach another student how to play ________ center, what would you tell them or show them?”