Lesson 13

The purpose of this warm-up is to elicit the idea that numbers can be represented in different ways, which will be useful when students use dominoes and dot images to identify and represent compositions within 5. While students may notice and wonder many things about these groups of objects, representing compositions and decompositions in multiple ways is the important discussion point.

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• “¿De qué otra manera podemos mostrar que 2 y 2 es 4?” // “How else can we show that 2 and 2 is 4?” (2 fingers and 2 fingers is 4 fingers. 2 cubes and 2 cubes is 4 cubes.)

The purpose of this activity is for students to sort dominoes into groups by total as they identify different compositions and decompositions of numbers to 5. Because the totals are small, it is likely that students will be able to recognize the number of dots on each side of the dominoes without counting (MP7). Students represent each domino with an expression (MP2). 

• Create a set of domino cards from the blackline master for each group of 2. If actual dominoes are available, give students the dominoes which show a total of 5 or less.

• Groups of 2
• Give each group of students a set of cards and a sorting mat.

• “Con su compañero, clasifiquen los dominós en grupos según el número total de puntos. Mientras trabajan, díganle a su compañero cuáles son las partes que ven y cuántos puntos ven en total” // “Work together to sort the dominoes into groups based on the total number of dots. As you work together, tell your partner the parts that you see and how many total dots you see.”
• 3 minutes: partner work time
• “Escojan uno de los grupos que formaron al clasificar los dominós. Para cada dominó, escriban una expresión que muestre lo que tiene” // “Choose one of the groups that you sorted the dominoes into. Write an expression to show each domino.”
• 4 minutes: independent work time

• Invite a student to share their sort.
• “¿En qué se parecen todos los dominós de este grupo?” // “What is the same about all of the dominoes in this group?” (They all show 4.)
• Display the domino card with 1 dot and 3 dots:

  

  

• “Cuéntenle algo a su compañero sobre este dominó. ¿Cuál es el total? ¿Qué partes ven?” // “Tell your partner about this domino. What is the total? What parts do you see?” (The total is 4. The parts are 3 and 1.)
• “¿Qué expresión escribieron para este dominó?” // “What expression did you write for this domino?” (\(3 + 1\) or \(1 + 3\))
• “Tanto \(3 + 1\) como \(1 + 3\) pueden mostrar las partes de este dominó” // “\(3 + 1\) and \(1 + 3\) can both show the parts on this domino.”

The purpose of this activity is for students to compare groups of images. Students may compare the total number of dots on each domino, or they may compare the parts. For instance, a student might observe, “These dominoes both have 1 dot on the bottom. This one has 3 dots on top and that one has 2 dots on top, so this one has more dots because 3 is more than 2.”

As a variation, the student whose card has more dots takes both cards.

• Each group of 2 needs the domino cards from the previous activity.

• Groups of 2
• Invite each student to make a pile with half of the domino cards.
• “Vamos a jugar un juego de comparación con nuestros dominós. Ustedes y su compañero van ambos a voltear una tarjeta. Un compañero va a comparar el número de puntos usando las palabras ‘menos’ o ‘el mismo número’ y a explicar cómo lo sabe. El otro compañero va a comparar el número de puntos usando las palabras ‘más’ o ‘el mismo número’. Juguemos una ronda juntos” // “We are going to play a comparing game with our dominoes. You and your partner will both flip over one card. One partner will compare the number of dots using 'fewer' or 'the same number' and explain how they know. The other partner will compare the number of dots using 'more' or 'the same number.' Let’s play one round together.”

• Display 2 domino cards:

  

  

  

  

• “Decidan quién será el primero. Si ustedes comienzan, comparen el número de puntos usando las palabras ‘menos’ o ‘el mismo número’ y expliquen cómo lo saben” // “Choose who will go first. Compare the number of dots using 'fewer' or 'the same number' and explain how you know.”
• 1 minute: partner discussion
• “El dominó que tiene 2 puntos y 1 punto tiene menos puntos que el dominó que tiene 2 puntos y 2 puntos. 3 es menos que 4” // “The domino with 2 dots and 1 dot has fewer dots than the domino with 2 dots and 2 dots. 3 is less than 4.”
• “Si no comenzaron, comparen el número de puntos usando las palabras ‘más’ o ‘el mismo número’ y expliquen cómo lo saben” // “If you did not go first, compare the number of dots using 'more' or 'the same number' and explain how you know.”
• 1 minute: partner discussion.

• “Jueguen con su compañero por turnos hasta que se les acaben las tarjetas” // “Take turns playing with your partner until you run out of cards.”
• 8 minutes: partner work time

• “¿De qué maneras vieron 5 en los dominós?” // “What were some of the ways you saw 5 on the dominoes?” (0 and 5, 5 and 0, 4 and 1, 1 and 4, 2 and 3, 3 and 2)
• Share and record each response with an equation.

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.

• 5-frames
• Roll and Add
• Bingo
• Geoblocks
• Find the Value of Expressions

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

• Gather materials from:
  • 5-frames
  • Roll and Add
  • Bingo
  • Geoblocks
  • Find the Value of Expressions

• Groups of 2
• “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 first.”
• 30 seconds: quiet think time

• 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

• “¿Qué pueden hacer cuando hay un problema matemático o un centro sobre el que no están seguros?” // “What can you do when there is a math problem or center that you’re not sure about?”