Lesson 6

• Display one statement.
• “Hagan una señal cuando sepan si la afirmación es verdadera o no, y puedan explicar cómo lo saben” // “Give me a signal when you know whether the statement is true and can explain how you know.”
• 1 minute: quiet think time

• Share and record answers and strategy.
• Repeat with each statement.

• “¿Qué patrón observaron?” // “What pattern did you notice?” (When the first addend went down by 10, the second addend went up by ten, so the sum stayed the same.)
• Consider asking, “¿Cómo les puede ayudar el segundo problema a pensar en el tercero?” // “How could the second problem help you think about the third one?” (30 is 20 less than 50, but 24 is only 10 more than 14 so the sum had to be different from the second problem.)

The purpose of this activity is for students to interpret and compare representations that show decomposing a ten to subtract by place. One student shows decomposing a ten by crossing off a ten and drawing 10 ones. The other representation shows a student who begins their drawing with a ten decomposed into 10 ones. Students compare and make connections between the representations and a set of equations that also shows how to find the value of the difference (MP3).

This activity uses MLR2 Collect and Display. Advances: conversing, reading, writing

• Groups of 2
• Give students access to base-ten blocks.

• “Diego y Elena dibujaron diagramas en base diez para encontrar el valor de ​​\(82-9\)” // “Diego and Elena drew base-ten diagrams to find the value of \(82-9\).”
• “Piensen individualmente en qué se parecen y en qué son diferentes los diagramas. Después, discutan sus ideas con su pareja” // “Think about what is the same or different on your own. Then, discuss your ideas with your partner.”
• 1 minute: quiet think time
• 2–3 minutes: partner discussion

MLR2 Collect and Display

• Circulate, listen for, and collect the language students use to describe the diagrams and how the ten is decomposed. Listen for: break apart a ten, decompose, tens, need more ones.
• Record students’ words and phrases on a visual display and update it throughout the lesson.
• Share responses. Consider asking:
  • “¿Diego y Elena encontraron el mismo valor para \(82-9\)? ¿Cómo lo saben?” // “Did Diego and Elena find the same value for \(82-9\)? How do you know?”
  • “¿Qué hay de distinto en sus diagramas?” // “What is the difference between their diagrams?”  
• “Tyler encontró el valor usando ecuaciones. Diego dice que las ecuaciones de Tyler corresponden a su diagrama. Elena dice que las ecuaciones corresponden al diagrama de ella. ¿Con quién están de acuerdo?” // “Tyler found the value by using equations. Diego says Tyler’s equations match his diagram. Elena says the equations match her diagram. Who do you agree with?”
• 2 minutes: independent work time
• 4 minutes: partner discussion
• Monitor for students who agree with Diego, Elena, or both and can explain their reasoning with connections to the diagrams.

Some students may only recognize 82 as 8 tens and 2 ones. Consider asking: 

• “¿Cuál era el valor de los bloques de Elena antes de que ella empezara a restar? Explica” // “What was the value of Elena’s blocks before she started subtracting? Explain.” 
• “¿Cómo podrías formar 82 usando bloques en base diez si solo tuvieras 7 decenas?” // “How could you make 82 with base-ten blocks if you only had 7 tens?” Allow students to share how they could represent 82 with 7 tens and 12 ones.

• Invite previously identified students to share.
• “Diego, Elena y Tyler vieron que necesitaban más unidades para poder restarle unidades a unidades. Ellos mostraron cómo descomponer una decena de diferentes maneras” // “Diego, Elena, and Tyler saw they needed more ones before they could subtract ones from ones. They showed decomposing a ten in different ways.”
• Display the list of words and phrases recorded during the activity.
• “Estas son algunas de las palabras que usamos cuando restamos usando el valor posicional” // “Here are some of the words we used to describe subtracting by place.”
• “¿Qué otras palabras o frases importantes deberíamos incluir?” // “Are there any other words or phrases that are important to include on our display?”
• As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
• Remind students to borrow language from the display as needed.

The purpose of this activity is for students to subtract numbers within 100 with and without decomposing a ten. Students learn stage 4 of the Target Numbers center, which was introduced in grade 1. For the introduction of this stage, have students start at 99 and subtract tens or ones to get as close to 0 as possible. Students start by representing 99 with base-ten blocks and then take turns flipping a number card and choosing whether to subtract that number of tens or ones and write an equation. The value of the difference becomes the first number in the next equation. The player who gets closest to 0 in 6 rounds, without going below 0, is the winner.

• Remove 0 and 10 from each set of cards (or prompt students to remove them) before the activity.

• Groups of 2
• Give each student a copy of the recording sheet and a set of the number cards.
• “Vamos a aprender una nueva forma de jugar ‘Números objetivo’. Junto con su pareja van a empezar en 99 y a intentar ser el que se acerque más a 0” // “We are going to learn a new way to play Target Numbers. You and your partner will start with 99 and race to see who can get as closest to 0.”
• “Primero, representen 99 con bloques en base diez. Cuando sea su turno, saquen una tarjeta. Decidan si quieren restar ese número de decenas o ese número de unidades. Después, muestren la resta usando sus bloques y escriban una ecuación en su hoja de registro” // “First, represent 99 with base-ten blocks. When it’s your turn, draw a card. Decide whether you want to subtract that many tens or that many ones. Then show the subtraction with your blocks and write an equation on your recording sheet.”
• “Jueguen por turnos sacando una tarjeta y restando hasta que hayan jugado 6 rondas o hasta que un jugador llegue a 0. Después de 6 rondas, gana el jugador que quede más cerca de 0” // “Take turns drawing a card and subtracting until you play 6 rounds or one player reaches 0. After 6 rounds, whoever is closest to 0 is the winner.”
• As needed, demonstrate a round  with a student volunteer. 

• 10–15 minutes: partner work
• Monitor for examples when students draw cards that require them to decompose a ten to subtract by place.

• Invite 2–3 previously identified students to share how they decomposed a ten to subtract by place.
• As needed, record the student examples using base-ten diagrams.
• Keep the diagrams displayed. 
• “¿En qué se parecen y en qué son diferentes las maneras como se descompusieron las decenas en cada ejemplo?” // “What is the same and what is different about how the ten was decomposed in each of these examples?”
• Consider asking:
  • “¿Por qué escogieron restar _____ unidades en lugar de _____ decenas?” // “Why did you choose to subtract _____ ones instead of _____ tens?”
  • “¿Por qué tuvieron que descomponer una decena?” // “Why did you have to decompose a ten?”
  • “¿Qué ecuación escribieron para mostrar su resta?” // “What equation did you write to show your subtraction?” 
  • “Al ver la ecuación, ¿cómo saben que van a tener que descomponer una decena?” // “How can you tell by looking at the equation that you would need to decompose a ten?”