# Lesson 16

Día 3 de centros

## Warm-up: Conversación numérica: Sumemos 20 y 1 (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 100. Students use their understanding of the properties of operations and place value as they notice the relationship between the expressions and why they have the same value (MP7).

### 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

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

### Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$65 + 20$$
• $$85 + 1$$
• $$65 + 20 + 1$$
• $$65 + 21$$

### Activity Synthesis

• “¿Por qué las últimas tres expresiones tienen todas el mismo valor?” // “Why do the last three expressions all have the same value?” (They are all adding $$65 + 20 + 1$$ in different ways.)

## Activity 1: Conozcamos: “Contar colecciones: Estima y cuenta hasta 120” (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 3 of the Counting Collections center. Students are given a collection of up to 120 objects. They record an estimate for how many objects they think are in their collection. Then, they work with a partner to figure out how many objects are in their collection. Each partner records how many. Students may draw pictures, write numbers or equations, or use base-ten representations to represent their collection.

Representation: Access for Perception. Students may benefit from hearing the instructions for the centers more than once.
Supports accessibility for: Attention, Memory

### Required Materials

Materials to Gather

Materials to Copy

• Counting Collections Stage 3 Recording Sheet, Spanish

### Required Preparation

• Create a collection of up to 120 objects per group of 2 students (buttons, two-color counters, linking cubes, paper clips, pattern blocks, square tiles).

### Launch

• Groups of 2
• Give each group two recording sheets, a collection of objects, and access to tools to help organize their count.
• “Vamos a trabajar en ‘Contar colecciones’ de nuevo” // “We are going to do more Counting Collections.”
• “Esta vez, van a estimar cuántos objetos hay en su colección antes de contarlos. Anoten su estimación, luego cuenten la colección. Anoten cuántos contaron” // “This time, you will estimate how many objects are in your collection before you count them. Record your estimate, then count the collection. Record your count.”

### Activity

• 15 minutes: partner work time time

### Activity Synthesis

• “¿Cómo organizaban los objetos de su colección mientras contaban?” // “How did you organize the objects in your collection as you counted?”

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

### Narrative

The purpose of this activity is for students to practice measuring lengths and writing numbers up to 120.

Students choose from any stage of previously introduced centers.

• Write Numbers
• Estimate and Measure
MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Write Numbers, Stages 1–3
• Estimate and Measure, Stage 1

### Launch

• Groups of 2
• “Ahora van a trabajar en centros que ya conocemos” // “Now you are going to work on 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.

Escribe números

Estima y mide

### Activity Synthesis

• Display numbers 108, 109, 110, 111, 112.
• “¿Qué observan acerca de estos números?” // “What do you notice about these numbers?” (They all have 100. Some have a zero and some don’t. The numbers go in order 8, 9, 10, 11, 12.)

## 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?”