Lesson 17

This warm-up prompts students to compare four images of clocks. It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the clocks and the times they show in comparison to one another. Listen for the way students use “hands,” “hour,” and “half hour” and ask them to clarify what they mean in the synthesis.

• Groups of 2
• Display image.
• “Escojan uno que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 2-3 minutes: partner discussion
• Share and record responses.

• “Encontremos al menos una razón por la que cada uno es diferente” // “Let’s find at least one reason why each one doesn’t belong.”

The purpose of this activity is for students to learn stage 2 of the Which One center, which was first introduced in kindergarten. One partner chooses a shape on the game board. The other partner asks yes or no questions to figure out what shape they chose. Students may use counters to cover up shapes that have been eliminated. Students work with triangles and quadrilaterals.

• Groups of 2
• Give each group a gameboard and access to two-color counters.
• “Vamos a aprender una nueva forma de jugar ‘Cuál es’. Un compañero escoge una figura del tablero. Su compañero le hace preguntas de ‘sí’ o ‘no’ para ayudarse a adivinar qué figura fue escogida. Juguemos una ronda juntos. Voy a escoger una figura y ustedes pueden hacerme preguntas” // “We are going to learn a new way to play Which One. One partner picks a shape that is on the board. Their partner asks them yes or no questions to help them guess which shape their partner choose. Let’s play one round together. I will pick a shape and you can ask me questions.”
• Choose a shape from the gameboard.
• Help students rephrase any questions they ask that are not yes or no questions. 
• “Cuando su compañero haya adivinado la figura que ustedes escogieron, intercambien roles y jueguen otra vez” // “Once your partner has guessed the shape you chose, switch roles and play again.”

• 10 minutes: partner work time

• “¿Cuáles de las preguntas que hicieron fueron más útiles?” // “What questions did you ask that were most helpful?” (Does your shape have three sides? Are two sides the same length?)

The purpose of this activity is for students to choose from activities that offer practice adding and subtracting or working with shapes. Students choose from any stage of previously introduced centers.

• Can You Draw It?
• Match Mine
• Capture Squares
• Target Numbers

Gather materials from previous centers:

• Can You Draw It, Stage 1
• Match Mine, Stage 2
• Capture Squares, Stages 1 and 2
• Target Numbers, Stages 1-3

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you 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

• 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

• “¿Cómo decidieron si querían trabajar con figuras o trabajar con números?” // “How did you decide to work with shapes or numbers?”