# Lesson 14

Día 3 de centros (optional)

## Warm-up: Conversación numérica: Sumemos hasta 4 números de dos dígitos (10 minutes)

### Narrative

This Number Talk encourages students to think about adding multiples of 5 to other multiples of 5 and to look for ways to use the structure of the base-ten system and the properties of operations to mentally solve problems (MP7). The strategies elicited here help students develop fluency with addition within 1,000.

### 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.

• $$10 + 15 + 20 + 10$$
• $$5 + 30 + 20$$
• $$15 + 20 + 30$$
• $$25 + 15 + 5 + 15$$

### Activity Synthesis

• “¿Cómo pueden saber cuáles sumas tendrán 0 unidades y cuáles sumas tendrán 5 unidades?” // “How can you tell which sums will have 0 ones and which sums will have 5 ones?”

## Activity 1: Conozcamos “Libros de imágenes: Encuentra figuras” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 3 of the Picture Books center. Students look through picture books and notice and describe shapes they see in the pictures.

### Required Materials

Materials to Gather

Materials to Copy

• Picture Books Stage 3 Recording Sheet, Spanish

### Required Preparation

Each group of 24 needs at least one picture book that shows a variety of shapes throughout the book.

### Launch

• Groups of 2
• Give each student a recording sheet and each group 24 picture books.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Libros de imágenes’” // “We are going to learn a new way to do the Picture Books center.”
• “Con su grupo, van a mirar libros de imágenes. Observen y describan las figuras que ven en las imágenes. En sus hojas de registro, van a dibujar, a describir y a nombrar la figura que ven” // “Your group will look through picture books and notice and describe shapes you see in the pictures. On your recording sheet, you will each sketch the shape you see, describe it, and name it.”

### Activity

• 10 minutes: partner work time
• Monitor for different shapes students notice.

### Activity Synthesis

• “¿Qué figuras encontraron más a menudo?” // “What shapes did you find most often?”

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

### Narrative

The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 100. Students may also choose to continue working on Picture Books as one of their choices.

Students choose from any stage of previously introduced centers.

• Capture Squares
• Number Puzzles
• Picture Books

### Required Materials

Materials to Gather

### Required Preparation

Gather materials from:

• Capture Squares, Stages 34
• Number Puzzles, Stages 24
• Picture Books, Stage 3

### Launch

• “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir trabajando con ‘Libros de imágenes’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Picture Books.”
• 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.

Acertijos numéricos

Libros de imágenes

### 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 buscamos figuras en libros y en nuestro salón de clase. ¿Qué observaron mientras buscaban figuras?” // “Today we looked for shapes in books and our classroom. What is something you noticed as you looked for shapes?”