# Lesson 14

Día 2 de centros

## Warm-up: Verdadero o falso: Expresiones en ambos lados (10 minutes)

### Narrative

The purpose of this True or False is to elicit strategies students have for determining whether two expressions have the same value. Students may find the value of each expression, or they may reason about the numbers on each side of the equal sign. This will also be helpful later when students compare addition expressions.

### Launch

• Display one statement.
• “Hagan una señal cuando sepan si la afirmación es verdadera o no, y puedan explicar cómo lo saben” // “Give me a signal when you know whether the statement is true and can explain how you know.”
• 1 minute: quiet think time

### Activity

• Share and record answers and strategy.
• Repeat with each equation.

### Student Facing

En cada caso, decide si la afirmación es verdadera o falsa.
Prepárate para explicar tu razonamiento.

• $$3 + 2 = 3 + 2$$
• $$5 + 1 = 5 + 2$$
• $$4 + 6 = 3 + 7$$

### Student Response

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### Activity Synthesis

• “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _____'s reasoning in a different way?”
• “¿Cómo podrían concluir que $$5 + 1$$ no es igual a $$5 + 2$$ sin encontrar la suma de ambos lados?” // “How could you figure out that $$5 + 1$$ is not equal to $$5 + 2$$ without finding the sum of both sides?” (Both sides have 5 + 1 but the right side has 1 more added on to make $$5 + 2$$.)

## Activity 1: Conozcamos “Acertijos numéricos: Hasta 20” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 2 of the Number Puzzles center. Students work together to use digit cards to make addition and subtraction equations within 20 true. Each digit card may only be used one time on a page.

Action and Expression: Develop Expression and Communication. Give students access to connecting cubes.
Supports accessibility for: Conceptual Processing, Memory

### Required Materials

Materials to Gather

Materials to Copy

• Number Puzzles Addition and Subtraction Stage 2 Gameboard, Spanish

### Required Preparation

• Each group of 2 needs one set of Number Puzzle Digit Cards from stage 1 of this center.

### Launch

• Groups of 2
• Give each group a set of digit cards and gameboards.
• “Vamos a resolver nuevos ‘Acertijos numéricos’. Esta vez los acertijos son hasta 20 en lugar de hasta 10. Deben ubicar las tarjetas de dígitos para hacer que cada ecuación sea verdadera. Recuerden que solo pueden usar una vez cada tarjeta de dígito en el tablero de juego” // “We are going to do new Number Puzzles. This time the puzzles are within 20 instead of 10. You need to place the digit cards to make each equation true. Remember, you can only use each digit card once on the gameboard.”

### Activity

• 10 minutes: center work time

### Activity Synthesis

• Display Puzzle 1.
• “¿Con cuál ecuación comenzarían? ¿Por qué comenzarían con esa?” // “Which equation would you start with? Why would you start there?”

## Activity 2: Centros: Momento de escoger (25 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 20. Students choose from any stage of previously introduced centers.

• Number Puzzles
• Shake and Spill
• Compare
MLR8 Discussion Supports. Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from previous centers:
• Number Puzzles, Stages 1 and 2
• Shake and Spill, Stages 3-5
• Compare, Stage 1

### Launch

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you will 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 would like to do first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

### Student Facing

Escoge un centro.

Acertijos numéricos

Revuelve y saca

Compara

### Activity Synthesis

• “¿Qué método usan con más frecuencia para sumar hasta 20? ¿Por qué usan más ese método?” // “What method do you use most often to add within 20? Why do you use that method the most?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy aprendimos un nuevo juego que podemos jugar en los centros” // “Today we learned a new game that we can play 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?”