Lesson 13

The purpose of this How Many Do You See is for students to use what they know about place value representations to describe and compare the images they see. In the synthesis, students describe how the number of blocks stays the same (6 of one unit, 4 of the other), but the value that the blocks represent changes dramatically. When students connect these differences to differences in the place value of the digits in the three-digit numbers the diagrams represent, they look for and make sense of structure (MP7).

• 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

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

• “¿En qué se parecen estas imágenes? ¿En qué son diferentes?” // “How are these images the same? How are they different?” (They each show 6 of a unit and 4 of a unit. They each have one unit that has 0. They are different because the size of the unit is different. They each represent a different number.)
• “¿Cuál imagen representa el mayor valor? ¿Cómo lo saben?” // “Which image represents the greatest value? How do you know?” (604 is the greatest because it has 6 hundreds.)

The purpose of this activity is for students to learn stage 2 of the Get Your Numbers in Order center. Students use their understanding of relative magnitude to order three-digit numbers. They take turns placing numbers on the board and must make sure that the numbers across the board go from least to greatest. If a number cannot be placed on the game board students say “pass” and get 1 point. Then it is their partner’s turn. The player with the fewest points when all the boxes on the board are filled is the winner. Students should remove the cards that show 10 before they start.

• Groups of 2
• Give each group a set of number cards and a game board.
• “Vamos a prender una nueva forma de jugar el centro ‘Ordena tus números’” // “We are going to learn a new way to play the Get Your Numbers in Order center.”
• “Juguemos una ronda juntos. Todos pueden ser mi pareja” // “Let’s play one round together. You can all be my partner.”
• Choose three cards, make a three-digit number, and place it on the board.
• Invite a student to draw three cards and consult with the class on what number to create and where to place it on the game board.
• Continue taking turns to complete a round. Share thinking about where to place numbers.
• “Ahora van a jugar con un compañero” // “Now you will play with a partner.”

• 8–10 minutes: partner work time

• “¿Cómo decidieron en dónde ubicar sus números en el tablero de juego?” // “How did you decide where to place your numbers on the game board?”

The purpose of this activity is for students to choose from activities that focus on place value in three-digit numbers.

Students choose from any stage of previously introduced centers.

• Get Your Numbers in Order
• Greatest of Them All
• Mystery Number

Gather materials from previous centers:

• Get Your Numbers In Order, Stage 2
• Greatest Of Them All, Stage 2
• Mystery Number, Stage 2

• “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘Ordena tus números’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Get Your Numbers in Order.”
• 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 las actividades en las que trabajaron hoy?” // “What did you like about the activities you worked on today?”