Lesson 7

The purpose of this True or False is to elicit strategies and understanding students have for comparing numbers and expressions to 100. Students have opportunities to share what they understand about 100 based on place value and by reasoning about the position of 100 on the number line. These ideas will also be helpful in future lessons when students place numbers within 1,000 on the number line and compare three-digit numbers based on place value.

• 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 strategy.
• Repeat with each statement.

• “¿Cómo supieron que \(100 < 99 + 1\) es falsa?” // “How did you know that \(100 < 99 + 1\) was false?” (99 plus 1 more is 100. When we count, 100 is the next number. They are equal.)

The purpose of this activity is for students to learn stage 2 of the Mystery Number center. Students pick 3 cards and make a mystery three-digit number. Students give clues based on the sentence starters and their partner tries to guess their number. Students should remove cards that show 10 from their deck. When they give clues and guess the number, students demonstrate understanding of the base-ten system, both the  meaning of each digit in a number and the order of the numbers (MP7).

• Groups of 2
• Give each group a set of number cards and directions.
• “Vamos a conocer un centro nuevo llamado ‘El número secreto’ que puede que hayan jugado en primer grado. Van a tomar 3 tarjetas y a formar un número secreto de tres dígitos. Después le darán pistas a su compañero y él intentará adivinar su número secreto” // “We are going to learn a new center called Mystery Number that you might have played in first grade. You will pick 3 cards and make a mystery three-digit number. Then you will give your partner clues and they will try to guess your mystery number.” 
• “Lean las instrucciones con su compañero para ver si tienen alguna pregunta” // “Read the directions with your partner to see if you have any questions.”
• Answer any questions or play a round against the class to demonstrate the center.

• 15 minutes: partner work time
• Monitor for clues to share during the synthesis. 

• “¿Qué tipos de pistas fueron especialmente útiles para ustedes cuando intentaban adivinar el número de su compañero?” // “What types of clues were particularly helpful to you when you were trying to guess your partner’s number?”

The purpose of this activity is for students to choose from activities that focus on addition or subtraction. Students choose from any stage of previously introduced centers.

• Jump the Line
• Mystery Number
• Number Puzzles

Gather materials from:

• Jump the Line, Stage 1
• Mystery Number, Stage 2
• Number Puzzles, Stages 2–4

• “Ahora van a escoger centros de los que ya conocemos. También pueden seguir jugando ‘El número secreto’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Mystery Number.”
• 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.
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

• “¿Qué les gustó de las actividades en las que trabajaron hoy?” // “What did you like about the activities you worked on today?”