Lesson 10

The purpose of this True or False is to elicit strategies students have for using place value understanding to add. These understandings help students deepen their understanding of the properties of operations and will be helpful later when students add within 100.

• 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

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

• “Algunos estudiantes dijeron que sumaron las decenas con las decenas y las unidades con las unidades. Pueden usar este método hoy en los centros cuando estén sumando” // “Some students said they added the tens to the tens and the ones to the ones. Think about using this method when you add during center time today.”

The purpose of this activity is for students to learn a new center called Estimate and Measure, Choose Your Unit. Students choose an object and a familiar unit to measure it with. They estimate the measurement of the object and then measure to find the actual length to the nearest whole length unit. 

• Gather or identify objects of various lengths that are less than 20 connecting cubes long (pencils, markers, books, glue, scissors, shoe, tape dispenser).

• Groups of 2
• Give each group access to objects they can measure as well as various measuring units.
• “Vamos a conocer un centro nuevo llamado ‘Estima y mide: Escoge tu unidad’. En esta actividad, escogen un objeto que van a medir. Después, escogen la unidad con la que les gustaría medir el objeto. Anoten el objeto y la unidad que van a usar para medirlo. Antes de medir el objeto, hagan una estimación de la longitud del objeto. Anoten su estimación. Luego midan el objeto y anoten la medida real” // “We are going to learn a new center called Estimate and Measure, Choose Your Unit. In this activity, you choose an object that you will measure. Then you choose the unit you would like to use to measure the object. Record the object and the unit you will use to measure. Before measuring the object, make an estimate of the object’s length. Record your estimate. Then measure the object and record the actual measurement.”

• 15 minutes: partner work time

• Display an object measured with gaps between some of the length units.
• “¿Qué comentarios podrían hacerle a alguien que midió así?” // “What feedback could you give to someone who measured like this?” (There should not be any gaps.)
• Display an object measured with different length units such as base-ten cubes and connecting cubes.
• “¿Qué comentarios podrían hacerle a alguien que midió así?” // “What feedback could you give to someone who measured like this?” (You have to use the same object to measure the entire length of the object. You can't use small and big cubes, you have to choose one.)

The purpose of this activity is for students to choose from activities that focus on adding within 100. Students choose from any stage of previously introduced centers.

• How Close?
• Target Numbers
• Five in a Row

• Gather materials from:
  • How Close? Stages 1–3
  • Target Numbers, Stages 1–3
  • Five in a Row, Stages 1–6

• 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

• 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

• “¿Qué método para sumar usaron más hoy?” // “What method of adding did you use most today?” (I added tens to tens and ones to ones. I composed a ten.)