Lesson 10

The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students may use the structure of the chart and the 5-frames to determine how many students made each choice (MP7). Students have an opportunity to hear and practice the count sequence. Adjust the context and choose a different question with 3 possible responses to better reflect students’ interests and experiences as needed.

• Cut out enough 5-frames to make a chart with a space for each student to answer the survey question.

• Groups of 2
• Display Questions About Us chart.
• “¿Cuál es tu mascota favorita: perros, gatos o conejos?” // “Which pet is your favorite: dogs, cats, or rabbits?”
• 30 seconds: quiet think time
• Record each student’s choice with a circle in a 5-frame.

• “¿Cómo podemos saber cuántos estudiantes escogieron perros?” // “How can we figure out how many students chose dogs?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes escogieron perros?” // “How many students chose dogs?”
• “¿Cuántos estudiantes escogieron gatos?” // “How many students chose cats?”
• 30 seconds: quiet think time
• Share responses.
• “¿Cuántos estudiantes escogieron conejos?” // “How many students chose rabbits?”
• 30 seconds: quiet think time
• Share responses.

• “¿En qué es diferente la pregunta que respondimos hoy?” // “What was different about the question that we answered today?” (There were 3 choices instead of 2.)

The purpose of this activity is for students to solve Add To, Result Unknown story problems. In the synthesis, students determine which drawing shows what happens in the story problem (MP2). 

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• Display image. 
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (There are 3 people. They are having a picnic. There are sandwiches.)
• 30 seconds: quiet think time
• Share responses.
• “¿Alguna vez han hecho un pícnic en el parque? ¿Qué tipo de cosas llevaron al pícnic?” // “Have you ever had a picnic in the park? What kinds of things did you bring to the picnic?”
• Read and display the task statement.
• “Cuéntenle a su compañero lo que ocurrió en la historia” // “Tell your partner what happened in the story.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• Reread the task statement.
• “Muestren cómo pensaron. Usen dibujos, números, palabras u objetos” // “Show your thinking using drawings, numbers, words, or objects.”

• 2 minutes: independent work time
• 2 minutes: partner discussion

If students take out more or fewer than 8 counters or other math tools, consider asking:

• “¿Puedes usar tus fichas para contarme lo que ocurrió en la historia?” // “Can you use your counters to tell me what happened in the story?”
• “¿Había 3 tajadas de manzana en el pícnic. ¿Cuáles fichas muestran las 3 tajadas de manzana que había en el pícnic? ¿Cuáles fichas muestran las 5 tajadas de manzana adicionales que el papá de Tyler trajo al pícnic?” // “There were 3 apple slices at the picnic. Which counters show the 3 apple slices that were at the picnic? Which counters show the 5 more apple slices that Tyler’s dad brought to the picnic?”

• Draw and display 5 apple slices.

  

  

• Draw and display 3 circles and 5 circles.

  

  

• “¿Cuál dibujo muestra lo que ocurre en la historia? ¿Cómo lo saben?” // “Which drawing shows what happens in the story? How do you know?” (The circles show what happened in the story. First there were 3 apples slices and then Tyler's dad brought 5 more apple slices.)
• “Había 3 tajadas de manzana en el pícnic. Luego, el papá de Tyler trajo 5 tajadas de manzana más al pícnic. 3 tajadas de manzana y 5 tajadas de manzana es 8 tajadas de manzana. Podemos escribir eso como ‘3 y 5’ o ‘\(3 + 5\)’” // “There were 3 apple slices at the picnic. Then Tyler's dad brought 5 more apple slices to the picnics. 3 apple slices and 5 apple slices is 8 apple slices. We can write that as ‘3 and 5’ or ‘\(3 + 5\)’.”

The purpose of this activity is for students to compare two drawings that represent the story problem in the previous activity. Students notice that it can be easier to see how an organized representation connects to the story problem (MP6).

• Groups of 2
• “Andre y Noah hicieron dibujos para mostrar lo que ocurrió en el problema-historia” // “Andre and Noah both drew pictures to show what happened in the story problem.”
• If needed, reread the story problem from the previous activity:
• “Había 3 tajadas de manzana en el pícnic. El papá de Tyler trajo 5 tajadas de manzana más al pícnic. ¿Cuántas tajadas de manzana hay ahora?” // “There were 3 apple slices at the picnic. Tyler's dad brought 5 more apple slices to the picnic. How many apples slices are there now?”

• Display Andre’s representation.
• “¿Cómo muestra el dibujo de Andre lo que ocurrió en la historia?” // “How does Andre’s drawing show what happened in the story?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• Display Noah’s representation.
• “¿Cómo muestra el dibujo de Noah lo que ocurrió en la historia?” // “How does Noah’s drawing show what happened in the story?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• If needed, ask “¿Por qué creen que Noah dibujó una línea en medio de sus círculos?” // “Why do you think Noah drew a line in the middle of his circles?”

• Display both representations.
• “¿En qué se parecen los dibujos de Andre y Noah?” // “What is the same about Andre and Noah’s drawings?” (They both show 8 circles. They both show 3 apple slices and 5 more apple slices.)
• “¿En qué son diferentes los dibujos de Andre y Noah?” // “What is different about Andre and Noah’s drawings?” (Andre’s circles are messy. Noah’s are in a line. It’s easier to see the 3 apple slices and the 5 apple slices in Noah’s drawing. Noah’s drawing is easier to count.)

The purpose of this activity is to introduce students to stage 3 of the Bingo center. Students roll 2 cubes onto a dot mat and count to determine the total number of dots. Students place a counter on any squares that show the same total.

After they participate in the center, students choose from any stage of previously introduced centers.

• Math Fingers
• Math Stories
• Subtraction Towers
• 5-frames
• Counting Collections

• Each group of 4 students needs 2 connecting cubes.
• Gather materials from: 
  • Math Fingers, Stages 1-3
  • Math Stories, Stages 1 and 2
  • Subtraction Towers, Stage 1
  • 5-frames, Stages 1 and 2
  • Counting Collections, Stage 1

• Groups of 4
• Give each group of students 2 connecting cubes, two-color counters, and a dot mat. Give each student a gameboard.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Bingo’. Se llama ‘Bingo: Suma y cubre’” // “We are going to learn a new way to do the Bingo center. It is called Bingo, Add and Cover.”
• Display a dot mat 1-5.
• “Voy a lanzar 2 cubos sobre el tablero. Luego, debo descifrar cuántos puntos tengo en total” // “I’m going to roll 2 cubes onto the mat. Then I need to figure out how many dots I have altogether.”
• Demonstrate rolling 2 cubes onto the mat.
• “¿Cómo puedo descifrar cuántos puntos tengo en total?” // “How can I figure out how many dots I have altogether?” (You can count all of the dots. You can just see that there are 2 and 2, which is 4.)
• Display gameboard.
• “Tengo 4 puntos en total. Ahora, debo cubrir todos los cuadrados de mi tablero de juego que también tengan 4 cosas. ¿Cuáles cuadrados debo cubrir?” // “I have 4 dots altogether. Now I need to cover all of the squares on my gameboard that also have 4 things. Which squares should I cover?”
• “Tomen turnos para lanzar los cubos sobre el tablero, luego cada persona cubre los cuadrados en su tablero. El juego termina cuando alguien tenga 4 fichas en línea” // “Take turns rolling the cubes onto the mat, then each person covers the squares on their mat. The game ends when someone has 4 counters in a row.”

• 8 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Bingo’” // “Now you can choose another center. You can also continue playing Bingo.”
• 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 materiales necesitan para jugar Bingo? ¿Dónde pueden encontrar los materiales? ¿Dónde ponen los materiales cuando terminan de jugar?” // “What materials do you need to play Bingo? Where can you find the materials? When you are finished playing, where do you put the materials?”