# Lesson 4

Día 1 de centros

## Warm-up: Observa y pregúntate: Canicas (10 minutes)

### Narrative

The purpose of this warm-up is to elicit the idea that sometimes we need to add numbers to solve problems in our daily lives. Students are learning different methods for adding with two-digit numbers, and this warm-up offers students a chance to see a real-world context where this may need to be done. While students may notice and wonder many things about the story, the idea that we can add numbers to solve real-world problems is the important discussion point.

### Launch

• Groups of 2
• Display the story.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

### Student Facing

¿Qué observas?
¿Qué te preguntas?

Kiran y Priya tienen, cada uno, algunas canicas.
Kiran tiene 14 canicas.
Priya tiene 23 canicas.

### Activity Synthesis

• “¿Qué preguntas podríamos hacer?” // “What questions could we ask?” (How many marbles do they have together? How many more marbles does Priya have than Kiran?)
• “¿Qué tendríamos que hacer para responder esas preguntas?” // “What would we need to do to answer those questions?” (Add the numbers together. Subtract one number from the other.)

## Activity 1: Conozcamos “Acertijos numéricos: Hasta 100 sin componer” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 3 of the Number Puzzles center. Students work together to use digit cards to make addition equations within 100 without composing a ten. Each digit card may only be used one time on a page.

### Required Materials

Materials to Gather

Materials to Copy

• Number Puzzles Addition and Subtraction Stage 3 Gameboard, Spanish

### Required Preparation

• Each group of 2 needs a set of digit cards from the previous center, Number Puzzles.

### Launch

• Groups of 2
• Give each group a set of cards and gameboards.
• “Vamos a aprender una nueva forma de jugar ‘Acertijos numéricos’” // “We are going to learn a new way to play Number Puzzles.”
• “Estos acertijos numéricos tienen ecuaciones de suma con números de dos dígitos. Usen las tarjetas de dígitos para hacer que cada ecuación sea verdadera. Recuerden que solo pueden usar cada tarjeta una vez en cada página” // “These number puzzles have addition equations with two-digit numbers. Use the digit cards to make each equation true. Remember that you can only use each card once on a page.”

### Activity

• 10 minutes: partner work time

### Activity Synthesis

• Display a gameboard.
• “¿Qué ecuación pueden completar primero?” // “Which equation can you fill in first?”

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

### Narrative

The purpose of this activity is for students to choose an activity to work on that focuses on numbers up to 100. Students choose from any stage of previously introduced centers.

• Number Puzzles
• Five in a Row
• Greatest of Them All
MLR8 Discussion Supports. Synthesis: Display sentence frames to support whole class discussion: “Aprendí _____ cuando . . .” // “I learned_____ by . . .” and “Mejoré en ____ cuando . . .” // “I got better at _____ by . . .”

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from previous centers:
• Number Puzzles, Stages 1-3
• Five in a Row, Stages 1-5
• Greatest of Them All, Stage 1

### Launch

• Groups of 2
• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we 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 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

Cinco en línea

El más grande de todos

### Activity Synthesis

• “Digan una cosa que hayan aprendido o en la que hayan mejorado al trabajar en la actividad 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?”