Lesson 12

The purpose of this Choral Count is to invite students to practice counting on by 10 and notice patterns in the count. These understandings help students develop fluency and will be helpful when students make use of the base-ten structure (MP7).

• “Cuenten de 10 en 10, empezando en 2” // “Count by 10, starting at 2.”
• Record as students count.
• Stop counting and recording at 52.

• “¿Qué patrones ven?” // “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

• “¿Quién puede describir el patrón con otras palabras?” // “Who can restate the pattern in different words?”
• “¿Qué número piensan que iría después de 82? ¿Por qué?” // “What do you predict would come after 82? Why?”

The purpose of this activity is for students to solve a Take From, Result Unknown story problem in which the minuend is in the teens. Students solve using any method that makes sense to them, which could include using double 10-frames, connecting cubes, or drawings, and counting back or counting on (MP1).

Monitor and select students with the following methods to share in the synthesis:

• cross off 8 and count remaining or see it as 10 and 1
• count on from 8 to 19
• know the ten stays the same, subtract \(9 - 8\)

• Groups of 2
• Give students access to double 10-frames and connecting cubes or two-color counters.

• Read the task statement.
• 4 minutes: independent work time
• 3 minutes: partner discussion
• Monitor for students using methods listed in the narrative.

• “¿Qué observan sobre la forma en que están organizadas las fichas? ¿Cómo nos puede ayudar eso a resolver el problema-historia?” // “What do you notice about how the game pieces are organized? How can that help us solve the story problem?” (They are in two 10-frames. Since I know there are 5 in each row, I can take away 5 and then 3 more.)
• Invite previously identified students to share in the given order.
• “¿En qué se parecen estos métodos? ¿En qué son diferentes?” // “How are these methods the same? How are they different?” (They are the same because they all show 19 game pieces and the 8 he took out. They all got 11. They are different because one counts on, one counts back, and the other doesn't count at all.)
• “¿Qué ecuación podemos escribir para representar el problema?” // “What equation could we write to represent the problem?” (\(19 - 8 = \boxed{11}\), \(8 + \boxed {11} = 19\))

The purpose of this activity is for students to find the value that makes the addition and subtraction equations true using methods that make sense to them. Each equation has a total within 20 and one part that is a teen number. 

• Groups of 2
• Give students access to double 10-frames and connecting cubes or two-colors counters.

• Read the task statement.
• “Primero, van a trabajar solos. Después, van a compartir con un compañero” // “You will work on your own at first, then you will share with a partner.”
• 5 minutes: independent work time
• 3 minutes: partner discussion
• Monitor for students who find the value that makes the equation \(19 - 8 = \boxed{\phantom{3}}\) true by taking away 8 or counting on from 8 to 19 using double 10-frames and counters or drawings. These methods will be discussed in the lesson synthesis.

• Display each equation with the missing value.

The purpose of this activity is for students to learn stage 5 of the Shake and Spill center. Students use between 11-20 counters. One partner shakes, spills, and covers up the yellow counters with a cup. The other partner determines how many counters are under the cup and explains how they know. Both partners record the round with an equation.

• Groups of 2
• Give each group a cup, two-color counters, and recording sheets.
• “Vamos a aprender una nueva forma de jugar el centro ‘Revuelve y saca’. Vamos a jugar ‘Revuelve y saca: Cubre’ con más de 10 fichas” // “We are going to learn a new way to play the Shake and Spill center. We will play Shake and Spill, Cover, with more than 10 counters.”
• “Primero, decidan juntos cuántas fichas quieren usar. Pueden usar de 11 a 20 fichas. Después, jueguen de la misma forma que jugamos antes. Un compañero revuelve y saca las fichas, y cubre las fichas amarillas con el vaso. El otro compañero va a descifrar cuántas fichas amarillas están debajo del vaso. Después, ambos compañeros escriben una ecuación para mostrar las fichas” // “First, you and your partner decide how many counters you want to use. You can use 11–20 counters. Then you play the same way we have played in the past. One partner shakes and spills the counters and covers the yellow counters with the cup. Their partner needs to figure out how many yellow counters are under the cup. Then both partners write an equation to match the counters.”

• 10 minutes: partner work time

• Display five red counters and cover ten yellow counters under the cup.
• “Mi compañero y yo estamos jugando con 15 fichas. ¿Cuántas fichas amarillas están debajo del vaso? ¿Cómo lo saben?” // “My partner and I are playing with 15 counters. How many yellow counters are under the cup? How do you know?”