# Lesson 2

Fluidez al revés

## Warm-up: Verdadero o falso: Sumas hasta 20 (10 minutes)

### Narrative

The purpose of this warm-up is to elicit strategies and understandings students have for making expressions that are equivalent, but easier to find. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to find missing digits that make equivalent expressions.

### Launch

• 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

### Activity

• Share and record answers and strategies.
• Repeat with each statement.

### Student Facing

En cada caso, decide si la afirmación es verdadera o falsa. Prepárate para explicar tu razonamiento.

• $$8 + 5 = 8 + 2 + 5$$
• $$8 + 5 = 8 + 2 + 3$$
• $$8 + 5 = 10 + 3$$

### Activity Synthesis

• “¿Cómo puede ayudarles la segunda afirmación con la última afirmación?” // “How can the second statement help you with the last one?”

## Activity 1: Frente a frente: Formemos 20 (20 minutes)

### Narrative

The purpose of this activity is for students to add or subtract to find unknown addends within 20. Students will find unknown addends when the total is 20. The known addends may encourage students to think about ways to make a ten and to use the sums and differences that they know (MP7).

MLR7 Compare and Connect. Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “¿Por qué al usar distintas estrategias obtuvimos el mismo resultado? ¿Qué tuvieron en común los métodos? ¿En qué fueron diferentes?” // “Why did the different approaches lead to the same outcome? What did the methods have in common? How were they different?”
Engagement: Develop Effort and Persistence. Students may benefit from feedback that emphasizes effort and time on task. For example, give feedback on the partner relationship and how students are able to work together to complete a task. Encourage both partners to share ideas and speak up to agree or disagree.
Supports accessibility for: Social-Emotional Functioning, Attention

### Required Materials

Materials to Copy

• Number Cards 0-19

### Required Preparation

•    Create a set of cards for each group of 2.

### Launch

• Groups of 2
• Give each group a set of cards.

### Activity

• “Juguemos otro juego para encontrar sumandos desconocidos” // “Let’s play another game to find unknown addends.”
• Select a volunteer to be your partner.
• “El compañero A va a tomar una tarjeta y la va a sostener en su frente sin mirarla” // “Partner A will draw a card and hold it on their forehead without looking.”
• Prompt the volunteer to demonstrate.
• “El compañero B dice un número que se le puede sumar al número que está en la tarjeta para obtener 20” // “Partner B names a number that you can add to the number on the card to get to 20.”
• Think aloud finding and naming the number.
• “Después, el compañero A dice cuál es el número de la tarjeta que está sosteniendo en su frente” // “Partner A then names the number they are holding on their head.”
• Prompt the volunteer to find the number.
• “Revisen su trabajo y escriban una ecuación que represente cómo encontraron el sumando desconocido en ese turno. Compartan su ecuación con su compañero. Intercambien roles y jueguen de nuevo” // “Check your work and write an equation to represent how you found an unknown addend in the turn. Share your equation with your partner. Switch roles and play again.”
• 12 minutes: partner work time
• Monitor for students who:
• use place value reasoning or look to make 10
• use known addition or subtraction facts
• make equivalent, but easier sums or differences

### Student Facing

Instrucciones:
• El compañero A sostiene una tarjeta en su frente sin mirarla.
• El compañero B dice el número que se le puede sumar al número que está en la tarjeta para obtener 20.
• El compañero A dice cuál es el número de su tarjeta.
• Escribe una ecuación que represente cómo encontraste el sumando desconocido.
mis ecuaciones las ecuaciones de mi compañero

### Activity Synthesis

• “A Mai se le ocurrió tratar de formar 2 decenas. ¿Qué número se le debe sumar a 12 para formar 2 decenas?” // “Mai thought of trying to make 2 tens. What number needs to be added to 12 to make 2 tens?”
• “¿Qué otros métodos usaron para encontrar el sumando desconocido?” // “What other methods did you use to find the unknown addend?”
• Invite previously identified students to share methods.
• “Dejen las tarjetas de números del 0 al 9 aparte para usarlas en la siguiente actividad” // “Pull out the number cards for 0–9, as you will use them in the next activity.”

## Activity 2: Mezcla de números (15 minutes)

### Narrative

The purpose of this activity is for students to create different expressions that have the same value. The activity encourages students to decompose numbers and to consider how they may create sums that are equivalent but easier to find as a mental strategy (MP7). Students use the number cards 0–9 from the previous activity to help them figure out the missing number in the equations.

### Required Materials

Materials to Gather

Materials to Copy

• Number Mix Up, Spanish

### Required Preparation

• Each group of 2 needs the digit cards 09 from the card set used in the previous activity.

### Launch

• Groups of 2
• Give each group a copy of the puzzles.

### Activity

• “Van a usar sus tarjetas para completar acertijos numéricos. Solo pueden usar los números del 0 al 9. Pueden usar cada número solamente una vez para hacer que todas las ecuaciones sean verdaderas” // “You are going to use your cards to complete number puzzles. You may only use numbers 0 through 9. You may only use each number one time to make all the equations true.”
• 10 minutes: partner work time

### Student Response

If students create equations that are not true in order to use all the digits, consider asking:

• “¿Cuáles ecuaciones solo se pueden completar con uno de tus dígitos para que sean verdaderas?” // “Which equations could only be made true using one of your digits?”
• “¿Cuáles ecuaciones se pueden completar de muchas formas para que sean verdaderas?” // “Which equations have many ways you could make them true?”

### Activity Synthesis

• “¿Qué hicieron cuando solo les quedaban dígitos que no podían usar para completar una ecuación verdadera?” // “What did you do when you ended with digits that you could not use to complete a true equation?” (We thought of other numbers that would work with what we had left. We completed the equations that had only 1 unknown first.)

## Lesson Synthesis

### Lesson Synthesis

“Compartan con su compañero lo que hicieron durante el cierre. Luego, lo vamos a compartir con toda la clase” // “Share your work from the cool-down with your partner. Then we’ll share with the whole class.”