# Lesson 10

Center Day 2 (optional)

## Warm-up: Notice and Wonder: Compare the Representations (10 minutes)

### Narrative

The purpose of this warm-up is for students to interpret and connect base-ten diagrams and equations and describe how they work. This will be useful when students choose their own representations and methods for subtraction during center activities. Although students may notice and wonder many things about these representations, connections to how the representations show subtracting tens from tens and ones from ones are the important discussion points. As they compare the representations, students develop their skill with place value and operation language  (MP6).

### Launch

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• 1 minute: partner discussion
• Share and record responses.

### Student Facing

What do you notice? What do you wonder?

1.

2. $$66 - 28$$
$$66 = 50 + 16$$
$$16 - 8 = 8$$
$$50 - 20 = 30$$
$$30 + 8 = 38$$
$$66 - 28 = 38$$

### Activity Synthesis

• “Both of these representations show ways to find the value of $$66 - 28$$. How are they the same? How are they different?” (Both show taking tens from tens and ones from ones. Both show decomposing a ten. One uses base-ten diagrams and one uses only numbers and equations.)

## Activity 1: Introduce Target Numbers, Subtract Two-digit Numbers (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 5 of the Target Numbers center. Students subtract two-digit numbers to get as close to 0 as possible. For the introduction of this stage, invite students to count by 10 to 100 and represent their count with base-ten blocks. Then, they take turns rolling the 3 cubes to get a number to subtract. They choose one of the numbers on the cubes to represent the tens and a different number to represent the ones. Students subtract their tens and ones from the starting number. The difference becomes the first number in the next equation. The player who gets closest to 0 in 6 rounds, without going below 0, is the winner.

### Required Materials

Materials to Gather

Materials to Copy

• Target Numbers Stage 5 Recording Sheet

### Required Preparation

• Each group of 2 students will need 3 number cubes.

• Each group of 2 students will need base-ten blocks to represent at least 20 tens and 18 ones.

### Launch

• Groups of 2
• Give each student a copy of the recording sheet.
• Give each group 3 number cubes and access to base-ten blocks.
• “We are going to learn a new way to play Target Numbers. You and your partner will start with 100 and race to see who can reach a number less than 10 first.”
• “Instead of using cards to decide whether to take away tens or ones, you will use number cubes to create a two-digit number and then subtract that number.”
• “First, represent 100 with base-ten blocks."
• As needed, invite students to count by 10 to 100 using the base-ten blocks or invite student to share how they might represent 100 with the blocks.
• "When it’s your turn, roll all 3 number cubes. Pick 1 number to represent the tens and one number to represent the ones. Then show the subtraction with your blocks and write an equation on your recording sheet.”
• “Take turns rolling and subtracting until the first person reaches a number less than 10.”
• As needed, demonstrate a round with a student volunteer.

### Activity

• 1015 minutes: partner work

### Activity Synthesis

• Display equation: $$73 - \underline{\hspace{1 cm}} = \underline{\hspace{1 cm}}$$
• Draw or display number cubes showing 4, 2, and 5.
• “What two-digit numbers could you create with this roll that would make you need to decompose a ten to subtract? How do you know?” (Sample response: 24 because if you subtract by place, there are only 3 ones, so you would need to decompose to take away 4 ones.)
• “What two-digit numbers could you create that wouldn’t require decomposing a ten? How do you know?” (Sample response: 52 because if you subtract by place there are 3 ones and you can take away 2 ones from 3 ones.)
• “What number would you create to try to get below 10 the fastest? Explain. (54 because it’s the number that lets you take away the most tens and ones.)

## Activity 2: Centers: Choice Time (20 minutes)

### Narrative

The purpose of this activity is for students to choose an activity to work on that focuses on addition and subtraction within 100 or building fluency with addition and subtraction within 20. Students choose from any stage of previously introduced centers. Stage 4 of Capture Squares is also included as an extension.

• Target Numbers
• Capture Squares
• Five in a Row

### Required Materials

Materials to Gather

### Required Preparation

Gather materials from:

• Target Numbers, Stages 4 and 5

• Capture Squares, Stage 3 and 4

• Five in a Row, Stage 6

### Launch

• “Now you will choose from centers we have already learned. One of the choices is to continue Target Numbers, Subtract Two-digit Numbers.”
• Display the center choices in the student book.
• “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
• “Choose what you would like to do next.”
• 8 minutes: center work time

Choose a center.

Target Numbers

Capture Squares

Five in a Row

### Activity Synthesis

• “Which activity did you choose? What did you like about the activity you chose?”

## Lesson Synthesis

### Lesson Synthesis

“Today we chose activities to work on and worked with a partner during center time.”

Math Community

“Was there something you struggled with today? How did you solve it? Did anyone help you?”