# Lesson 16

Partes que forman 5

## Warm-up: Cuántos ves: Sumemos y restemos (10 minutes)

### Narrative

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see.

### Launch

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display the image.
• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?

### Activity Synthesis

• Display the first two images.
• “¿Qué cambió en la segunda imagen con respecto a la primera?” // “What changed from the first image to the second image?” (There were 5 and 2 were taken away.)
• “Cuéntenle a su compañero cómo pueden mostrar lo que ocurrió con una expresión” // “Tell your partner how you can show what happened with an expression.” ($$5 - 2$$)
• Repeat with the last two images.

## Activity 1: Retomemos “Revuelve y saca: Cubre” (15 minutes)

### Narrative

The purpose of this activity is for students to play Stage 4 in the Shake and Spill center, which was introduced in an earlier unit. This activity supports students in finding the missing part of an equation in a later activity.

Students use 3, 4, or 5 counters. They see some of the counters and determine how many more counters are under the cup. Students write an expression to represent each composition and decomposition.

Representation: Access for Perception. Synthesis: Use a cup and two-color counters to demonstrate that there is 1 yellow counter hiding under the cup.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing

### Required Materials

Materials to Gather

Materials to Copy

• Shake and Spill Stage 4 Recording Sheet Kindergarten, Spanish

### Launch

• Groups of 2
• Give each group of students a cup, 5 two-color counters, and two recording sheets.
• “Vamos a jugar ‘Revuelve y saca: Cubre’” // “We are going to play Shake and Spill, Cover.”
• If needed, review and demonstrate the steps of the center.
• “Por turnos, con su compañero, saquen y cubran las fichas amarillas. En cada turno, pueden decidir si usan 3, 4 o 5 fichas. Asegúrense de que ustedes y su compañero estén de acuerdo en cuántas fichas van a usar en total antes de revolver, sacar, cubrir y anotar” // “Take turns with your partner spilling and covering the yellow counters. On each turn you can decide to use 3, 4, or 5 counters. Make sure you and your partner agree on how many total counters you are using before you shake, spill, cover, and record.”

### Activity

• 8 minutes: partner work time

### Student Facing

Pon 3, 4 o 5 fichas en el vaso.

Revuelve y saca las fichas.

Esconde algunas de las fichas debajo del vaso.

Descifra cuántas fichas están escondidas.

Escribe una expresión.

### Activity Synthesis

• Display the number 3 and the expression $$2 + \underline{\hspace{1 cm}}$$.
• “Han y Mai sacaron 3 fichas y ocultaron las amarillas. Esto es lo que escribieron en la hoja de registro. ¿Qué falta en la expresión? ¿Cómo lo saben?” // “Han and Mai spilled 3 counters and hid the yellow ones. This is what they wrote on the recording sheet. What is missing from the expression? How do you know?” (1 is missing. 2 and 1 are the parts that go together to make 3. If they can see 2 red counters, 1 yellow counter is hiding under the cup.)

## Activity 2: El valor desconocido [OPTIONAL] (15 minutes)

### Narrative

The purpose of this activity is for students to find the missing value in addition and subtraction equations. This activity is optional because determining the missing value of an equation is not required by the standards. Students may “just know” some of the answers or they may use counting forward or backward (MP7) or they may draw a picture.

MLR8 Discussion Supports. Invite students to read their completed equations aloud.

### Launch

• Groups of 2
• Display the student book.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (The equations have a number missing. Why are there numbers missing?)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “Escriban la parte desconocida de cada ecuación” // “FIll in the missing part of each equation.”

### Activity

• 10 minutes: partner work time
• Monitor for students who use two-color counters or connecting cubes.
• Monitor for students who draw pictures.

### Student Facing

Escribe la parte desconocida de cada ecuación.

$$3 - \underline{\hspace{1.1 cm}} = 2$$

$$2 + \underline{\hspace{1.1 cm}} = 2$$

$$5 - \underline{\hspace{1.1 cm}} = 2$$

$$1 + \underline{\hspace{1.1 cm}} = 2$$

$$5 - \underline{\hspace{1.1 cm}} = 3$$

$$2 + \underline{\hspace{1.1 cm}} = 3$$

$$4 - \underline{\hspace{1.1 cm}} = 3$$

$$0 + \underline{\hspace{1.1 cm}} = 3$$

$$5 - \underline{\hspace{1.1 cm}} = 4$$

$$3 + \underline{\hspace{1.1 cm}} = 4$$

$$4 - \underline{\hspace{1.1 cm}} = 4$$

$$2 + \underline{\hspace{1.1 cm}} = 4$$

$$1 + \underline{\hspace{1.1 cm}} = 5$$

$$4 + \underline{\hspace{1.1 cm}} = 5$$

$$5 - \underline{\hspace{1.1 cm}} = 5$$

$$3 + \underline{\hspace{1.1 cm}} = 5$$

### Activity Synthesis

• Invite previously identified students to share.

## Activity 3: Centros: Momento de escoger (15 minutes)

### Narrative

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
• Bingo
• Geoblocks
• Find the Value of Expressions

### Required Materials

Materials to Gather

### Required Preparation

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

### Launch

• Groups of 2
• “Hoy vamos a escoger un centro 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” // “Think about what you would like to do.”
• 30 seconds: quiet think time

### Activity

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

### Student Facing

Escoge un centro.

Tableros de 5

Lanza y suma

Bingo

Bloques sólidos geométricos

Encuentra el valor de expresiones

### Activity Synthesis

• “Si fueran a enseñarle a otro estudiante cómo jugar el centro ______, ¿qué le dirían o qué le mostrarían?” // “If you were going to teach another student how to play ________ center, what would you tell them or show them?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy encontramos la parte desconocida con grupos de objetos y ecuaciones” // “Today we found the missing part with groups of objects and equations.”

Display $$5 = 3 + \underline{\hspace{1 cm}}$$

“¿Cuál es el número desconocido en la ecuación si esta muestra 5? ¿Cómo lo saben?” // “What number is missing from the equation so that it shows 5? How do you know?” (2 is missing. 3 and 2 is 5. If I have 3 fingers up on my hand, I need to put up 2 more fingers to show 5 fingers.)

Display $$5 - \underline{\hspace{1 cm}} = 2$$

“¿Cuál es el número desconocido en la ecuación? ¿Cómo lo saben?” // “What number is missing from the equation? How do you know?” (3 and 2 make 5. If you have 5 and take away 3, there will be 2 left.)

## Student Section Summary

### Student Facing

En esta sección, mostramos diferentes maneras de formar números hasta 5.

$$5 = 3 + 2$$

$$1 + 4 = 5$$

$$2 + 2 = 4$$

$$4 = 3 + 1$$

Sumamos y restamos hasta 5.

$$2 + 1 = 3$$

$$5 - 2 = 3$$

$$2 + \underline{\hspace{1 cm}} = 3$$
$$2 + \underline{\hspace{.4 cm}1\hspace{.4 cm}} = 3$$
$$5 - \underline{\hspace{1 cm}} = 2$$
$$5 - \underline{\hspace{.4 cm}3\hspace{.4 cm}} = 2$$