Lesson 10

The purpose of this Number Talk is to elicit strategies and understandings students have for adding or subtracting 1 or 2 to a given number. Students may use what they know about the count sequence to find the answer (MP7).

• Display one expression.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

• Record answers and strategy.
• Keep problems and work displayed.
• Repeat with each expression.

• “¿En qué se parecen los problemas 2 y 4?, ¿en qué son diferentes?” // “How are problems 2 and 4 the same? How are they different?” (They both start with 8. The missing number is in the same place. They subtract different numbers. They use the same 3 numbers.)

The purpose of this activity is for students to learn a new center called Capture Squares. Students roll two number cubes and find the sum using math tools or mental methods they have developed during the unit. They connect two dots that are adjacent to the number. If that line closes the square, they capture it and shade it in their color. The player to shade in three squares first is the winner.

• Groups of 2
• Give each group two number cubes, two different colored crayons or colored pencils, a game board, and access to 10-frames and connecting cubes or two-color counters. 
• “Vamos a conocer un nuevo juego llamado ‘Captura cuadrados‘. Juguemos una ronda juntos” // "We are going to learn a new game called Capture Squares. Let’s play a round together.”
• Roll the number cubes.
• “¿Cuánto es la suma y cómo lo saben?” // “What is the sum and how do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “Ahora, busco el cuadrado que tiene la suma. Dibujo una línea que conecte dos puntos en ese cuadrado” // “Now I find the square that has the sum. I draw a line connecting two dots on that square.”
• Repeat 1–2 more times, as needed.
• “Si dibujo la línea que completa el cuadrado, sombreo ese cuadrado con mi color. Gana la primera persona que logre sombrear tres cuadrados” // “If I draw the line that completes the square, I shade in that square my color. The first person to shade in three squares wins."

• 12 minutes: partner work time 

• Display a game board with a couple of squares shaded. Draw three lines around the 8 so one more is needed to fill in the square.
• “Al lanzar los dados numéricos, ¿qué números me sirven para capturar el cuadrado con el 8?” // “What numbers could I roll on the number cubes that would allow me to capture the square with the 8? (2 and 6, 4 and 4, 3 and 5)

The purpose of this activity is for students to choose from activities that offer practice telling and solving story problems and adding and subtracting within 10. Students choose from any stage of previously introduced centers.

• Math Stories
• Shake and Spill
• Capture Squares

• Gather materials from previous centers:
  • Math Stories, Stage 4
  • Shake and Spill, Stages 3 and 4
  • Capture Squares, Stage 1

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘Captura cuadrados‘” // "Now you will choose from centers we have already learned. One of the choices is to continue playing Capture Squares."
• 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

• “Digan una cosa que hayan aprendido o en la que hayan mejorado al trabajar en las actividades que escogieron” // “What is one thing you learned or got better at by working on the activity you chose?”