# Lesson 6

Día 1 de centros (optional)

## Warm-up: Conversación numérica: Dos más (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for counting by 2. These understandings help students develop fluency and will be helpful later in the unit when students will need to be able to use skip-counting to find the total number of objects in arrays and to represent arrays with equations.

### 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.

•  $$2 + 2 + 2$$
•  $$2 + 2 + 2 + 2$$
•  $$2 + 2 + 2 + 2 + 2$$
•  $$2 + 2 + 2 + 2 + 2 + 2$$

### Activity Synthesis

• “¿Cuáles expresiones podrían representar un número par de objetos? Expliquen” // “Which expressions could represent an even number of objects? Explain.” (They all could. Each 2 is like a pair. You can find each sum by counting by 2.)

## Activity 1: Conozcamos “Escribe números: Cuenta de 2 en 2, de 5 en 5 y de 10 en 10” (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 4 of the Write Numbers center. Students choose to start with 2, 5, or 10. They skip count by that number.

### Required Materials

Materials to Gather

Materials to Copy

• Write the Number Stage 4 Gameboard

### Launch

• Groups of 2
• Give each group a recording sheet.
• “Vamos a aprender una nueva forma de jugar el centro ‘Escribe números’” // “We are going to learn a new way to play the Write Numbers center.”
• “El compañero A escoge si van a empezar con 2, con 5 o con 10. Van a contar a saltos usando ese número y van a escribir los números que siguen. Pueden escribir 1, 2 o 3 números en el tablero de juego” // “Partner A will choose whether to start with 2, 5, or 10. You will skip count by that number. Write the next 1, 2, or 3 numbers on the gameboard.”
• “Por turnos, cada jugador decide cuántos números va a escribir y los escribe. Gana el jugador que escriba el último número en el tablero” // “Take turns choosing how many numbers to write and then writing them. The player who writes the last number on the gameboard wins.”
• “Al terminar, pueden jugar de nuevo. Ahora el compañero B escoge el número que van a usar para contar a saltos” // “Then you can play again and have the other partner choose the number you count by."
• “Juguemos una ronda juntos” // “Let's play a round together.”
• Play a round with the class.
• “Ahora van a jugar ‘Escribe números’ con su compañero” // "Now you'll play Write Numbers with your partner.”

### Activity

• 15 minutes: partner work time
• Monitor for how students decide how many numbers to write on their turn.

### Activity Synthesis

• “¿Cómo decidieron cuántos números escribir cuando fue su turno?” // “How did you decide how many numbers to write on your turn?”

## Activity 2: Centros: Momento de escoger (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that focus on skip-counting and addition and subtraction within 1,000.

Students choose from any stage of previously introduced centers.

• Write Numbers
• Target Numbers
• Five in a Row
• How Close

### Required Materials

Materials to Gather

### Required Preparation

Gather materials from:
• Write Numbers, Stage 4
• Target Numbers, Stages 6 and 7
• Five in a Row, Stages 7 and 8
• How Close, Stage 4

### Launch

• “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘Escribe números’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Write Numbers.”
• 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.
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Escoge un centro.

Escribe números

Números objetivo

Cinco en línea

Qué tan cerca

### 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 aprendimos una nueva forma de jugar ‘Escribe números’. Contamos de 2 en 2, de 5 en 5 y de 10 en 10. ¿Con cuál número les gustó más contar a saltos en este centro? ¿Por qué?” // “Today we learned a new way to play Write Numbers. We skip-counted by 2, 5, and 10. Which number did you most like to skip-count by during this center? Why?”