# Lesson 18

Día 3 de centros

## Warm-up: Conversación numérica: Comencemos con 32 (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for adding and subtracting multiples of ten.

### 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 expressions and work displayed.
• Repeat with each expression.

### Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$32 + 10$$

• $$32 + 10 + 10$$

• $$32 + 20$$

• $$32 - 20$$

### Student Response

Teachers with a valid work email address can click here to register or sign in for free access to Student Response.

### Activity Synthesis

• “¿En qué se parecen y en qué son diferentes $$32 + 10 + 10$$ y $$32 + 20$$?” //  “How are $$32 + 10 + 10$$ and $$32 + 20$$ the same and different?” (Both equal 52. Both expressions have 32 as an addend. In one expression, the tens are separate and in the other, it shows 20.)

## Activity 1: Conozcamos “Ordena tus números: Números de dos dígitos” (20 minutes)

### Narrative

The purpose of this activity is for students to learn a new center called Get Your Numbers In Order. Students use their understanding of relative magnitude to order numbers. They take turns placing two-digit numbers on the board and must make sure that the numbers across the board go from least to greatest. If a number cannot be placed on the gameboard, students say “pass” and get 1 point. Then it is their partner’s turn. The player with the fewest points when all the boxes on the board are filled is the winner.

### Required Materials

Materials to Gather

Materials to Copy

• Get Your Numbers in Order Stage 1 Gameboard, Spanish

### Required Preparation

• Put each gameboard in a sheet protector.

### Launch

• Groups of 2
• Give each group a set of cards, a gameboard, and a dry erase marker.
• “Vamos a conocer un nuevo centro que se llama ‘Ordena tus números’” // “We are going to learn a new center called Get Your Numbers In Order.”
•  Display the gameboard and number cards.
• “Cuando sea su turno, escojan dos tarjetas y formen un número de dos dígitos. La primera persona escribe su número en el tablero de juego, en donde quiera. La siguiente persona escoge dos tarjetas y forma un número de dos dígitos. Ese número se puede escribir en el tablero si hay un espacio en el que quepa. Todos los números en el tablero deben estar en orden de menor a mayor. Si no pueden escribir su número en el tablero, obtienen un punto. Gana la persona que haya obtenido menos puntos cuando el tablero esté lleno” //  “When it is your turn, choose two cards and make a two-digit number. The first person writes their number on the gameboard, anywhere they would like. The next person chooses two cards and makes a two-digit number. That number can be written on the board if there is a space where it fits. All of the numbers across the board must be in order from least to greatest. If you cannot write your number on the board, you get one point. The person with the fewest points when the board is filled is the winner.”
• Demonstrate playing a couple rounds with the class.
• “Ahora van a jugar con su compañero” // “Now you will play with your partner.”

### Activity

• 10 minutes: partner work time

### Activity Synthesis

• Display a gameboard with all but one space filled in.
• “¿Qué números podríamos ubicar en este espacio para mantener los números en orden?” // “What numbers could we put in this space that would keep the numbers in order?”

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

### Narrative

The purpose of this activity is for students to choose from activities that focus on counting, comparing, and writing two-digit numbers.

Students choose from any stage of previously introduced centers.

• Greatest of Them All
• Grab and Count
• Write Numbers

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from previous centers:
• Greatest of Them All, Stage 1
• Grab and Count, Stage 2
• Write Numbers, Stages 1 and 2

### 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.
• 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.

El más grande de todos

Agarra y cuenta

Escribe números

### 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

“¿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?”