Lesson 14

The purpose of this True or False is to elicit strategies students have for reasoning about place value to determine if an equation is true or false. The reasoning students do here helps to deepen their understanding of using strategies based on place value. It will also be helpful later when students reason about how to reach 100 from a given number using the number line.

• 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.

• “¿Cómo pueden explicar su respuesta a la última afirmación sin encontrar la suma de los tres sumandos?” // “How can you explain your answer to the last statement without finding the sum of all three addends?” (I could add 36 and 20 and see that it’s more than 56. I could add 36 and 4 to get 40. I know I would need 10 more to get to 50 and I see more than 10 left to add.)

The purpose of this activity is for students to learn stage 1 of the Jump the Line center. In this stage, students take turns making strategic choices about numbers to add or subtract to reach target numbers. Students choose 3 target numbers and mark them on the number line. Both players start at the beginning of the number line. They spin all 3 spinners and decide which of the moves they want to use on their turn. Students take turns spinning and moving, trying to land exactly on the target numbers. The first player to land on 2 target numbers wins.

• Groups of 2
• Give each group a spinner, paper clip, dry erase marker and gameboard.
• Display spinners and gameboard.
• “Su compañero y ustedes van a escoger 3 números objetivo y los van a marcar en la recta numérica” // “You and your partner will choose 3 target numbers and mark them on your number line.”
• “Luego, por turnos, van a hacer girar las tres ruletas. Cuando sea su turno, de manera individual, pueden decidir cuál de los resultados de las ruletas van a usar. Su objetivo es saltar a uno de los números que su compañero y ustedes señalaron” // “Then you will take turns spinning all 3 spinners. On your turn you can decide which spin to use. Your goal is to jump to one of the numbers you and your partner marked.”
• “Gana el primer jugador que pare exactamente en 2 de los números objetivo” // “The first player to land exactly on 2 of the target numbers wins.”
• Play a round with the class, if needed.

• 15 minutes: partner work time

• Display a gameboard with 3 target numbers. Spin the three spinners.
• “Estos son mi tablero de juego y los números que saqué. ¿Cuál número usarían? ¿Por qué?” // “This is my gameboard and my spins. Which spin would you use? Why?”

The purpose of this activity is for students to choose from activities that focus on addition or subtraction. Students choose from any stage of previously introduced centers.

• Jump the Line
• Number Line Scoot
• How Close?

Gather materials from:

• Jump The Line, Stage 1
• Number Line Scoot, Stage 1
• How Close, Stage 3

• “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir con ‘Salta en la recta’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Jump the Line.”
• 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 les gustó de la actividad en la que trabajaron hoy?” // “What did you like about the activity you worked on today?”