# Lesson 17

Formemos 10 y separemos el 10 (optional)

## Warm-up: Exploración de estimación: 5 y 5 forman 10 (10 minutes)

### Narrative

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. Students initially see an image of 10 scattered dots. In the second image, students see the same arrangement of dots with 5 colored red and 5 colored yellow. Students may be able to make an estimate based on the second image because they can see the smaller groups (4 and 1 red, 2 and 3 yellow) and know that 5 and 5 makes 10.

### Launch

• Groups of 2
• Display the image.
• “¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate that’s too high? Too low? About right?”
• 1 minute: quiet think time

### Activity

• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• “Miremos los mismos puntos de otra manera” // “Let’s look at the same dots in a different way.”
• Display the image.
• “¿Quieren ajustar o cambiar sus estimaciones?” // “Do you want to revise, or change, your estimates?”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Record responses.
• “Hay 10 puntos” // “There are 10 dots.”

### Student Facing

1. ¿Cuántos puntos hay?

Escribe una estimación que sea:

muy baja razonable muy alta

2. ¿Cuántos puntos hay?

Escribe una estimación que sea:

muy baja razonable muy alta

### Student Response

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### Activity Synthesis

• “¿Cómo les ayudó la segunda imagen a hacer una estimación?” // “How did the second picture help you make an estimate?” (I could see 5 red and 5 yellow. I know that 5 and 5 is 10.)

## Activity 1: 10 chaquiras (10 minutes)

### Narrative

The purpose of this activity is for students to create a tool that can be used to show different ways to compose and decompose 10. Students use two different colored beads to encourage them to see that 10 can be broken into 2 groups of 5, similar to the 10-frame and fingers. Once students have placed the beads on the pipe cleaner, tie or secure each end so that the beads stay on the pipe cleaner.

Representation: Access for Perception. Use gestures or visibly separate the beads to help students with color blindness to be able to distinguish between the two colors of the beads they will be putting on their tool.
Supports accessibility for: Visual-Spatial Processing

### Required Materials

Materials to Gather

### Required Preparation

• Each student needs a pipe cleaner and 10 beads, 5 beads of one color and 5 beads of another color.

### Launch

• Give each student a pipe cleaner and 10 beads, 5 beads of one color and 5 beads of another color.
• “Vamos a hacer una herramienta que nos ayudará a trabajar con el número 10” // “We are going to make a tool that will help us work with the number 10.”

### Activity

• “Primero, cuenten separando 5 chaquiras rojas (es decir, cuenten las chaquiras mientras las van separando del grupo) y pónganlas en su limpia pipas” // “First, count out 5 red beads and put them on your pipe cleaner.”
• 2 minutes: independent work time
• “Ahora cuenten separando 5 chaquiras amarillas y pónganlas en el limpia pipas” // “Now count out 5 yellow beads and put them on the pipe cleaner.”
• 2 minutes: independent work time
• “Empujen las chaquiras hacia el centro del limpia pipas. ¿Cuántas chaquiras tienen?” // “Push the beads together in the middle of the pipe cleaner. How many beads do you have?” (10)
• “¿Qué grupos ven en sus 10 chaquiras?” // “What groups do you see in your 10 beads?” (5 red and 5 yellow)

### Activity Synthesis

• Display a pipe cleaner with 7 beads pushed to one side and 3 beads pushed to the other side.
• “¿Qué grupos ven?” // “What groups do you see?” (7 and 3 or 3 and 7)
• “¿Cómo supieron que este grupo tenía 7 chaquiras?” // “How did you know this group had 7 beads?” (I saw 5 red beads and 2 more yellow beads. I know 5 and 2 is 7.)

## Activity 2: Formemos 10 y separemos el 10 (10 minutes)

### Narrative

The purpose of this activity is for students to compose and decompose 10 using objects, images, and equations. Students work with equations with the total before and after the equal sign.

MLR8 Discussion Supports. Synthesis: For each question, invite students to turn to a partner and share their response. This gives all students an opportunity to produce language.
Advances: Listening, Speaking

### Required Preparation

• Each student needs the bead tool that they created in the previous activity.

### Launch

• Groups of 2
• “Podemos usar la herramienta de chaquiras que hicimos para mostrar diferentes maneras de formar 10 y de separar el 10. Muéstrenle a su compañero una manera en la que pueden separar el 10 en 2 grupos” // “We can use the bead tool we made to show different ways to make and break apart 10. Show your partner one way that you can break apart 10 into 2 groups.”
• “Jueguen por turnos con su compañero. Usen sus chaquiras para mostrar cada ecuación. Cuando su compañero les muestre sus chaquiras, díganle cuál es la ecuación para formar 10 y hagan un dibujo que muestre cómo se ven las chaquiras” // “Take turns playing with your partner. Use your beads to show each equation. When your partner shows you their beads, tell them the equation to make 10 and draw a picture to show what the beads look like.”

### Activity

• 4 minutes: partner work time
• “Completen cada ecuación para que corresponda a la imagen de chaquiras. Si les ayuda, pueden usar su herramienta de chaquiras” // “Fill in each equation to match the pictures of beads. You can use your bead tool if it’s helpful."
• 3 minutes: independent work time

### Student Facing

• $$7 + 3 = 10$$
• $$10 = 4 + 6$$
• $$9 + 1 = 10$$
• $$10 = 2 + 8$$

• $$\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10$$

• $$10 = \underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}$$

• $$\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10$$

• $$\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10$$

### Student Response

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### Activity Synthesis

• Display $$2 + 8 = 10$$.
• Invite a student to demonstrate $$2 + 8 = 10$$ with their beads.
• “¿Cuáles son las 2 partes que ven? ¿Cuál es el total que ven?” // “What 2 parts do you see? What total do you see?” (2 and 8, 10)
• “¿En qué cambiará la manera en la que se ven las chaquiras si mostramos la ecuación $$10 = 2 + 8$$?” // “How will the beads look different if we show $$10 = 2 + 8$$?" (The beads will look the same. There are still 10. 2 and 8 are still the parts.)

## Activity 3: Centros: Momento de escoger (25 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.

• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

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

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

### Launch

• 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

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

### Student Facing

Escoge un centro.

Revuelve y saca

Carrera con números

Agarra y cuenta

¿Qué hay a mis espaldas?

Fichas geométricas

### 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 usamos chaquiras para mostrar diferentes maneras de formar 10 y de separar el 10. ¿Qué matemáticas pueden hacer con sus chaquiras?” // “Today we used beads to show different ways to make and break apart 10. What math can you do with your beads?” (I can show $$2 + 2$$. I can show numbers. I can count.)
• “¿Y si quisieran mostrar 12? ¿Cómo podrían usar sus chaquiras?” // “What if you wanted to show 12? How could you use your beads?” (I could show my beads and 2 fingers. I could work with a friend and use 2 sets of beads.)

## Cool-down: Unidad 8, punto de chequeo de la sección D (0 minutes)

### Cool-Down

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