Lesson 10

Día 2 de centros

Warm-up: Conversación numérica: Métodos de resta (10 minutes)

Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for adding or subtracting 1 or 2 to a given number. Students may use what they know about the count sequence to find the answer (MP7).

Launch

  • Display one expression.
  • “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “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 strategy.
  • Keep problems and work displayed.
  • Repeat with each expression.

Student Facing

Encuentra mentalmente el valor de cada expresión.

  • \(7 - 2\)
  • \(8 - 2\)
  • \(7 - 5\)
  • \(8 - 6\)

Student Response

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Activity Synthesis

  • “¿En qué se parecen los problemas 2 y 4?, ¿en qué son diferentes?” // “How are problems 2 and 4 the same? How are they different?” (They both start with 8. The missing number is in the same place. They subtract different numbers. They use the same 3 numbers.)

Activity 1: Conozcamos “Captura cuadrados: Suma hasta 10” (20 minutes)

Narrative

The purpose of this activity is for students to learn a new center called Capture Squares. Students roll two number cubes and find the sum using math tools or mental methods they have developed during the unit. They connect two dots that are adjacent to the number. If that line closes the square, they capture it and shade it in their color. The player to shade in three squares first is the winner.

MLR8 Discussion Supports. Invite students to play the game and take turns asking the question, “¿Cuánto es la suma y cómo lo saben?” // “What is the sum and how do you know?”. This gives both students an opportunity to produce language.
Advances: Conversing
Representation: Develop Language and Symbols. Synthesis: Invite students to explain their thinking orally, using connecting cubes, two-color counters, or using pictures.
Supports accessibility for: Conceptual Processing, Language, Visual Spatial Processing

Required Materials

Materials to Gather

Materials to Copy

  • Capture Squares Stage 1 Gameboard, Spanish

Launch

  • Groups of 2
  • Give each group two number cubes, two different colored crayons or colored pencils, a game board, and access to 10-frames and connecting cubes or two-color counters. 
  • “Vamos a conocer un nuevo juego llamado ‘Captura cuadrados‘. Juguemos una ronda juntos” // "We are going to learn a new game called Capture Squares. Let’s play a round together.”
  • Roll the number cubes.
  • “¿Cuánto es la suma y cómo lo saben?” // “What is the sum and how do you know?”
  • 30 seconds: quiet think time
  • 30 seconds: partner discussion
  • Share responses.
  • “Ahora, busco el cuadrado que tiene la suma. Dibujo una línea que conecte dos puntos en ese cuadrado” // “Now I find the square that has the sum. I draw a line connecting two dots on that square.”
  • Repeat 1–2 more times, as needed.
  • “Si dibujo la línea que completa el cuadrado, sombreo ese cuadrado con mi color. Gana la primera persona que logre sombrear tres cuadrados” // “If I draw the line that completes the square, I shade in that square my color. The first person to shade in three squares wins."

Activity

  • 12 minutes: partner work time 

Activity Synthesis

  • Display a game board with a couple of squares shaded. Draw three lines around the 8 so one more is needed to fill in the square.
  • “Al lanzar los dados numéricos, ¿qué números me sirven para capturar el cuadrado con el 8?” // “What numbers could I roll on the number cubes that would allow me to capture the square with the 8? (2 and 6, 4 and 4, 3 and 5)

Activity 2: Centros: Momento de escoger (20 minutes)

Narrative

The purpose of this activity is for students to choose from activities that offer practice telling and solving story problems and adding and subtracting within 10. Students choose from any stage of previously introduced centers.

  • Math Stories
  • Shake and Spill
  • Capture Squares

Required Materials

Materials to Gather

Required Preparation

  • Gather materials from previous centers:
    • Math Stories, Stage 4
    • Shake and Spill, Stages 3 and 4
    • Capture Squares, Stage 1

Launch

  • Groups of 2
  • “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘Captura cuadrados‘” // "Now you will choose from centers we have already learned. One of the choices is to continue playing Capture Squares."
  • 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

Activity

  • 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

Student Facing

Escoge un centro.

Historias matemáticas

Center activity. Math Stories.

Revuelve y saca

Center Activity, Shake and Spill.

Captura cuadrados

Center activity. Capture Squares.

Activity Synthesis

  • “Digan una cosa que hayan aprendido o en la que hayan mejorado al trabajar en las actividades que escogieron” // “What is one thing you learned or got better at by working on the activity you chose?”

Lesson Synthesis

Lesson Synthesis

“Hoy escogimos actividades para hacer durante el tiempo de centros y trabajamos en ellas con un compañero” // “Today we chose activities to work on and worked with a partner during center time.”

“¿Cómo les fue trabajando con su pareja en los centros? ¿Qué salió bien? ¿Qué podemos mejorar?” // “How did you and your partner work together during centers? What went well? What can we continue to work on?”