Lesson 10

Día 2 de centros (optional)

Warm-up: Cuántos ves: Bloques en base diez (10 minutes)

Narrative

The purpose of this How Many Do You See is to build on what students know about place value to make 100 using tens and ones in groups of 25. The progression of the 4 images demonstrates counting by 25. This work will be important in upcoming lessons where students combine coins to make 100 cents or 1 dollar.

Launch

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” //  “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

Activity

• Display the image.
• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses as an expression using hundreds, tens, and ones.
• Repeat for each image.

Student Facing

¿Cuántos ves? ¿Cómo lo sabes?, ¿qué ves?

Activity Synthesis

• “Digamos en orden los valores representados por las imágenes” // “Let’s say the value represented by the images in order.” (25, 50, 75, 100)
• “¿Qué patrones observaron cuando combinaron los grupos de bloques con el valor representado por los bloques?” // “What pattern did you notice when combining the groups of the blocks and the value the blocks represent?” (When there were 2 groups of 25 it made a new ten with no ones left over, but when it was 3 groups of 25 there was a new ten and an extra 5.)

Activity 1: Conozcamos “¿En qué se parecen?” (15 minutes)

Narrative

The purpose of this activity is for students to learn stage 2 of the How Are They the Same? center. Students lay 6 shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that has a shared attribute with the two shapes. Students get a point if they draw a shape that no other student drew. It is possible that students will draw a shape with a different shared attribute than what the original student chose. This can be an interesting discussion for students to have.

Required Materials

Materials to Gather

Materials to Copy

• Shape Cards Grade 2, Spanish

Required Preparation

• Each group of 2 needs the shape cards used in previous lessons.

Launch

• Groups of 4
• Give each group a set of cards and access to scratch paper.
• “Vamos a aprender una nueva forma de jugar el centro ‘En qué se parecen’” // “We are going to learn a new way to play the How Are They the Same center.”
• “Van a poner 6 tarjetas de figura boca arriba. Un compañero de su grupo escogerá dos tarjetas que tengan una característica en común” // “You will lay 6 shape cards face up. One member of your group will pick two cards that have an attribute in common.”
• “Después, todos los miembros del grupo van a dibujar una figura que comparta una característica con esas dos figuras. Obtienen un punto si dibujan una figura que ninguna otra persona de su grupo haya dibujado” // “Then, all members of the group will draw a shape that has a shared attribute with those two shapes. You get a point if you draw a shape that no other person in your group drew.”
• If needed, play a round with the class.

Activity

• 10 minutes: partner work time
• Monitor for shared attributes that are more challenging for students to notice.

Activity Synthesis

• Display two shape cards.
• “¿Qué características en común tienen estas dos figuras? Dibujen una figura que también tenga esa característica” // “What shared attributes do you notice about these two shapes? Draw a shape that also has that attribute.”

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

Narrative

The purpose of this activity is for students to choose from activities that focus on working with shapes.

Students choose from any stage of previously introduced centers.

• How Are They the Same?
• Which One?
• Can You Draw It?

Required Materials

Materials to Gather

Required Preparation

Gather materials from:

• How Are They the Same?, Stage 2
• Which One?, Stage 3
• Can You Draw It?, Stage 2

Launch

• “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘En qué se parecen’” // “Now you will choose from centers we have already learned. One of the choices is to continue with How Are They the Same.”
• 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.

¿En qué se parecen?

¿Cuál es?

¿Puedes dibujarla?

Activity Synthesis

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

Lesson Synthesis

Lesson Synthesis

“Hoy dibujamos figuras que compartían algunas características. ¿Cuáles de esas características pudieron identificar más fácilmente?, ¿cuáles representaron un mayor reto?" //  “Today we drew shapes with shared attributes. What shared attributes could you identify more easily? What shared attributes were more challenging for you to notice?"