Lesson 9

The purpose of this warm-up is for students to extend the verbal count sequence to 70 and to count on from a given number. As students count, point to the numbers posted so that students can follow along.

• “Contemos hasta 70” // “Let’s count to 70.”
• Count to 70 1–2 times as a class.

• “Ahora empiecen en el número 7 y cuenten hasta 30” // “Now, start at the number 7 and count to 30.”
• Count on from 7 to 30.
• Repeat 3–4 times starting with other numbers within 10.

• “Cuando yo diga un número, díganle a su pareja el número que sigue al contar” // “When I say a number, tell your partner what number comes next when we count.”
• “¿Qué números van después de 11 cuando contamos?” // “What numbers come after 11 when we count?”
• 30 seconds: partner discussion
• Repeat 3–4 times with numbers 1–20.

The purpose of this activity is for students to solve a Take From, Result Unknown and a Put Together/Take Apart, Both Addends Unknown story problem. In the activity synthesis, students match representations to story problems (MP2).

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• Read the first task statement.
• “Cuéntenle a su pareja lo que pasó en la historia” // “Tell your partner what happened in the story.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “¿Qué estamos tratando de descifrar?” // “What are we trying to figure out?” (How many tomatoes are still in the garden?)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “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
• “Escriban una expresión para mostrar lo que pasó con los tomates en la historia” // “Write an expression to show what happened to the tomatoes in the story.”
• 1 minute: independent work time
• Repeat the steps with the second story problem.
• Identify examples of student work for each problem to share in the activity and lesson syntheses.

• Invite previously selected students to display their work side-by-side for all to see (one for each problem). 
• Reread each story problem. 
• “¿Cuál dibujo va con cada problema-historia?” // “Which drawing goes with each story problem?”

The purpose of this activity is for students to create an addition or subtraction story problem with the same context as the story problems from the previous activity. It is likely that students will write Add To, Result Unknown and Take From, Result Unknown story problems. If possible, share a variety of problem types in the activity synthesis.

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• “En la última actividad, escuchamos dos problemas-historia diferentes sobre los tomates de un jardín. ¿Qué pasó en los problemas-historia?” // “In the last activity we heard two different story problems about tomatoes in a garden. What happened in the story problems?”
• 30 seconds: quiet think time
• Share responses.
• “Van a pensar en un problema-historia diferente sobre frutas o verduras de un jardín. Recuerden que su problema historia debe tener una pregunta al final. Pueden escribir palabras o hacer dibujos que les ayuden a recordar el problema-historia que inventen” // “You are going to think of a different story problem about fruits or vegetables in a garden. Remember that your story problem should have a question at the end. You can write words or draw pictures to help you remember the story problem that you create.”
• 3 minutes: independent work time

• “Cuéntenle a su pareja su problema-historia” // “Tell your partner your story problem.”
• 1 minute: partner discussion
• “Resuelvan el problema-historia que su pareja les contó. Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Solve the story problem your partner told you. Show your thinking using objects, drawings, numbers, or words.”
• 3 minutes: partner work time
• “Escriban una expresión que muestre el problema-historia que resolvieron” // “Write an expression to show the story problem you solved.”
• 1 minute: independent work time

• Invite students to share their story problems. Represent each story problem with an equation.

The purpose of this activity is for students to choose from activities that offer practice composing, decomposing, adding, and subtracting numbers.

Students choose from any stage of previously introduced centers.

• What’s Behind My Back?
• 5-frames
• Make or Break Apart Numbers
• Math Stories

• Gather materials from: 
  • What’s Behind My Back, Stage 1
  • 5-frames, Stages 1 and 2
  • Make or Break Apart Numbers, Stage 1
  • Math Stories, Stages 1–3

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer primero” // “Think about what you would like to do.”

• Invite students to work at the center of their choice. 
• 10 minutes: center work time

• “¿Cuál fue el centro que más les gustó jugar? ¿Por qué fue su favorito?” // “What was your favorite center to play? Why was it your favorite?”