Lesson 6

This warm-up prompts students to carefully analyze and compare features of math tools. When they compare different math tools, students use mathematical language describing the shapes, such as flat and corner, precisely (MP6). The activity also enables the teacher to hear how students talk about characteristics of math tools. Students sort these math tools in the next section.

• Groups of 2
• Display the image.
• “Escojan una que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• “Encontremos al menos una razón por la que cada una es diferente” // “Let’s find at least one reason why each one doesn’t belong.”

The purpose of this activity is for students to revisit a center introduced in kindergarten. In Find the Pair, Make 10, students find a number that would make 10 when added to the number on one of their cards. Students may use addition or subtraction to find the number. Students then fill in an equation to show the pair of numbers that make 10.

• Each group of 2 needs a set of Number Cards 0-10.

• Groups of 2
• Give each group a set of cards, recording sheets, and access to 10-frames and two-color counters.
• “Vamos a jugar un juego que aprendieron en kínder, que se llama ‘Encuentra la pareja‘. Vamos a encontrar parejas que forman 10. Asegurémonos de que todos recuerdan cómo se juega” // “We are going to play a game that you learned in kindergarten, called Find the Pair. We are going to find pairs that make 10. Let’s make sure everyone remembers how to play the game.”
• “Cada persona recibe cinco tarjetas al comienzo” // “Each person gets five cards to start.”
• Display five cards.
• “Cuando sea su turno, le piden a su compañero un número que forme 10 al sumarlo con un número de una de sus tarjetas. Por ejemplo, yo tengo una tarjeta con un (6), entonces le debo pedir a mi compañero un (4) porque (6) y (4) forman 10” // “When it is your turn, you ask your partner for a number that makes 10 when added to a number on one of your cards. For example, I have a card with a (6), so I would ask my partner for a (4) because (6) and (4) make 10.”
• “Si su compañero tiene el número que le pidieron, les entrega la tarjeta. Después, ponen las dos tarjetas boca abajo y completan la ecuación para que muestre los números que forman 10” // “If your partner has the number you asked for, they give you the card. Then you put those two cards down and fill in the equation showing the numbers that make 10.”
• Demonstrate completing the equation.
• “Si su compañero no tiene el número que le pidieron, tomen una tarjeta del montón” // “If your partner doesn’t have the number you asked for, pick up one card from the pile.”
• “Sigan jugando hasta que se le acaben las tarjetas a un jugador. Gana el jugador que tenga más parejas” // “Continue playing until one player runs out of cards. The player with the most pairs wins.”

• 10 minutes: partner work time
• Monitor for students who use a 10-frame and counters or their fingers to find the number needed to make 10.

If students ask their partner for numbers that do not make 10 when added to any of the numbers on their cards, consider asking:

• “¿Cómo averiguaste qué número pedirle a tu compañero?” // “How did you figure out what number to ask your partner for?”
• “¿Cómo te pueden ayudar tus dedos a averiguar el número que necesitas para formar 10?” // “How could you use your fingers to help you figure out what number you need to make 10?”

• Display the card with a 3.
• “Esta es mi última tarjeta. ¿Cómo puedo averiguar qué número pedirle a mi pareja?” // “This is my last card. How can I figure out what number to ask my partner for?”
• Invite previously identified students to share.

The purpose of this activity is for students to choose from activities that focus on counting up to 20 objects or adding and subtracting within 10. Students choose from any stage of previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time. 

• Counting Collections
• Number Race
• Check it Off
• Five in a Row: Addition and Subtraction
• Find the Pair

In the synthesis, students discuss ways they can continue building fluency with addition and subtraction within 10 at home. Consider sending home copies of the center activities for students to play at home. 
 

• Gather materials from previous centers:
  • Counting Collections, Stage 1
  • Number Race, Stage 3
  • Check it Off, Stages 1 and 2
  • Five in a Row: Addition and Subtraction, Stages 1 and 2 
  • Find the Pair, Stage 2

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you 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 want 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

• “Hemos jugado muchos juegos que nos han ayudado a ganar fluidez con sumas y restas hasta 10. ¿Cómo pueden ustedes seguir trabajando en sumas y restas en la casa?” // “We have been playing a lot of games to help us build fluency with addition and subtraction within 10. How can you continue working on addition and subtraction at home?” (I could use flash cards. I could play these games with my family.)