Lesson 11

The purpose of this Number Talk is to elicit strategies and understandings students have for adding more than 2 two-digit numbers by making 100. The unit of cents also encourages students to consider how the value could be expressed using dollars, cents, or a combination of the two units. These understandings help students develop fluency.

• 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

• Record answers and strategies.
• Keep expressions and work displayed.
• Repeat with each expression.

• Revisit a student strategy that shows looking for a way to make 100 first and expresses the total in cents.
• Consider asking:
  • “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _____'s reasoning in a different way?”
  • “¿Alguien puede expresar el razonamiento de _____ usando dólares y centavos?” // “Who can restate _____'s reasoning using dollars and cents?”

The purpose of this activity is for students to learn stage 4 of the How Close center. Students pick a given number of digit cards and then choose a subset of those to make an expression that yields a number as close as possible to the target number. Before playing, students remove the cards that show 10 and set them aside. Each student picks 8 cards and chooses 5 or 6 of them to create 2 three-digit numbers. Each student adds the numbers. The score for the round is the difference between each student's sum and 1,000. Students pick new cards so that they have 8 cards in their hands and then start the next round. The player with the lowest score after 10 rounds wins. 

• Give each group a set of number cards and two copies of the blackline master. 
• “Vamos a aprender una nueva forma de jugar el centro ‘Qué tan cerca’” // “We are going to learn a new way to play the How Close center.”
• “Antes de jugar, saquen las tarjetas que muestran 10 y déjenlas a un lado” // “Before you play, remove the cards that show 10 and set them aside.”
• “Cada persona toma 8 tarjetas y escoge 6 de ellas para crear 2 números de tres dígitos. Después, suma sus números de tres dígitos” // “Each person picks 8 cards and chooses 6 of them to create 2 three-digit numbers. Then add your three-digit numbers.”
• “El puntaje de la ronda es la diferencia entre su suma y 1,000” // “The score for the round is the difference between your sum and 1,000.”
• “Después, tomen otras tarjetas para que tengan 8 tarjetas en sus manos y empiecen la siguiente ronda” // “Then pick new cards so that you have 8 cards in your hand and then start the next round.”
• “Gana el jugador que tenga el puntaje más bajo después de 10 rondas” // “The player with the lowest score after 10 rounds wins.”
• Answer any questions or play a round with the class as needed.

• 10 minutes: partner work time

• “¿Qué estrategias usaron para sumar los números?” // “What strategies did you use to add the numbers?”

The purpose of this activity is for students to learn stage 8 of the Five in a Row: Addition and Subtraction center. Students add within 1,000 with sums that require composing units when adding by place.

Then, students choose from any stage of previously introduced centers.

• Five in a Row
• How Close?

• Each group of 2 needs 10 counters and 2 paper clips.
• Gather materials from:
  • Five in a Row, Stages 7–8
  • How Close, Stage 4

• Groups of 2
• Give each group two paper clips, counters, and a gameboard.
• “Vamos a aprender una nueva forma de jugar el centro ‘Cinco en línea’. El centro es igual a las versiones anteriores, pero ahora puede que necesiten componer nuevas unidades en base diez cuando suman” // “We are going to learn a new way to play the Five in a Row center. The center is the same as previous versions, but now you might need to compose new units when you add.”
• “Tómense un minuto para leer las instrucciones con su pareja” // “Take a minute to read the directions with your partner.”
• Answer any questions. 
• “Jueguen esta nueva versión de ‘Cinco en línea’ con su pareja” // “Play this new version of Five in a Row with your partner.”

• 10 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Cinco en línea’” // “Now you can choose another center. You can also continue playing Five in a Row.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice. 
• 10 minutes: center work time
• If time, invite students to choose another center.

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