Lesson 11
Center Day 2 (optional)
Warmup: Number Talk: Make 100 (10 minutes)
Narrative
Launch
 Display one expression.
 “Give me a signal when you have an answer and can explain how you got it.”
 1 minute: quiet think time
Activity
 Record answers and strategies.
 Keep expressions and work displayed.
 Repeat with each expression.
Student Facing
Find the value of each expression mentally.
 \(80¢ + 20¢ + 37¢\)
 \(80¢ + 20¢+ 37¢+ 42¢\)
 \(75¢ + 37¢ + 25¢\)
 \(75¢ + 80¢ + 25¢ + 20¢\)
Student Response
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Activity Synthesis
 Revisit a student strategy that shows looking for a way to make 100 first and expresses the total in cents.
 Consider asking:
 “Who can restate _____'s reasoning in a different way?”
 “Who can restate _____'s reasoning using dollars and cents?”
Activity 1: Introduce How Close?, Add to 1,000 (15 minutes)
Narrative
The purpose of this activity is for students to learn stage 4 of the How Close center. Students pick a given number of digit cards and then choose a subset of those to make an expression that yields a number as close as possible to the target number. Before playing, students remove the cards that show 10 and set them aside. Each student picks 8 cards and chooses 5 or 6 of them to create 2 threedigit numbers. Each student adds the numbers. The score for the round is the difference between each student's sum and 1,000. Students pick new cards so that they have 8 cards in their hands and then start the next round. The player with the lowest score after 10 rounds wins.
Required Materials
Launch
 Give each group a set of number cards and two copies of the blackline master.
 “We are going to learn a new way to play the How Close center.”
 “Before you play, remove the cards that show 10 and set them aside.”
 “Each person picks 8 cards and chooses 6 of them to create 2 threedigit numbers. Then add your threedigit numbers.”
 “The score for the round is the difference between your sum and 1,000.”
 “Then pick new cards so that you have 8 cards in your hand and then start the next round.”
 “The player with the lowest score after 10 rounds wins.”
 Answer any questions or play a round with the class as needed.
Activity

10 minutes: partner work time
Activity Synthesis
 “What strategies did you use to add the numbers?”
Activity 2: Introduce Five in a Row, Add Within 1,000 with Composing (25 minutes)
Narrative
The purpose of this activity is for students to learn stage 8 of the Five in a Row: Addition and Subtraction center. Students add within 1,000 with sums that require composing units when adding by place.
Then, students choose from any stage of previously introduced centers.
 Five in a Row
 How Close?
Required Materials
Materials to Gather
Materials to Copy
 Five in a Row Addition and Subtraction Stage 8 Gameboard
Required Preparation
 Each group of 2 needs 10 counters and 2 paper clips.
 Gather materials from:
 Five in a Row, Stages 7–8
 How Close, Stage 4
Launch
 Groups of 2
 Give each group two paper clips, counters, and a gameboard.
 “We are going to learn a new way to play the Five in a Row center. The center is the same as previous versions, but now you might need to compose new units when you add.”
 “Take a minute to read the directions with your partner.”
 Answer any questions.
 “Play this new version of Five in a Row with your partner.”
Activity
 10 minutes: partner work time
 “Now you can choose another center. You can also continue playing Five in a Row.”
 Display the center choices in the student book.
 Invite students to work at the center of their choice.
 10 minutes: center work time
 If time, invite students to choose another center.
Student Facing
Choose a center.
Five a Row: Addition and Subtraction
How Close?
Activity Synthesis
 “What did you like about the activities you worked on today?”