Lesson 14

The purpose of this warm-up is to count on from a given number. As students count, point to the numbers posted so that students can follow along. To support students as they learn to count on, consider asking “¿Cuál número va después del 3?” // “What number comes after 3?” or providing a running start by counting “1, 2, 3…” and having students continue the count.

• “Contemos hasta 10” // “Let’s count to 10.”
• Count to 10.

• “Ahora, empecemos en el número 3 y contemos hasta 10” // “Now start at the number 3 and count to 10.”
• Count on from 3 to 10.
• Repeat 3–4 times starting with other numbers within 10.

• “Podemos empezar a contar desde números diferentes al 1. Cuando contamos hacia adelante, pensamos en qué número va después” // “We can start counting at numbers other than 1. When we count on, we think about what number comes next when we count.”

The purpose of this activity is for students to explain how a subtraction expression represents a story problem (MP2). Students connect the expression to the story problem and then solve the story problem. Students will be introduced to equations in a later unit.

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• Read and display the task statement.
• “Cuéntenle a su compañero lo que ocurrió en la historia” // “Tell your partner what happened in the story.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• Write the expression \(10 - 6\).
• “¿Cómo muestra esta expresión lo que ocurre en el problema-historia?” // “How does this expression show what happens in the story problem?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

• Reread the task statement.
• “Muestren cómo pensaron. Usen dibujos, números, palabras u objetos” // “Show your thinking using drawings, numbers, words, or objects.”
• 2 minutes: independent work time
• 2 minutes: partner discussion

• Write “\(10 - 6\).”
• “¿Qué representa el 10 en el problema-historia? ¿Qué representa el 6?” // “What does the 10 represent in the story problem? What does the 6 represent?”
• “10 quitando 6 es 4. Podemos escribir eso como \(10 - 6\) es 4” // “10 take away 6 is 4. We can write that as \(10 - 6\) is 4.”

The purpose of this activity is for students to choose expressions that represent story problems (MP2).

• Groups of 2
• Give students access to connecting cubes or counters.
• Read and display the task statement and the expressions.
• “¿Cuál expresión muestra lo que ocurrió en el problema-historia? Cuéntenle a su compañero cómo lo saben” // “Which expression shows what happened in the story problem? Tell your partner how you know.”

• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Share responses.
• Repeat the steps with the second story problem and expressions.

If students match the second story problem with an expression other than \(8 - 3\), consider asking:

• “¿Puedes contarme lo que ocurre en el problema-historia?” // “Can you tell me what is happening in the story problem?”
• “¿Se está agregando algo o se está quitando algo en el problema-historia? ¿Cómo te puede ayudar esto a descubrir cuál expresión le corresponde?” // “Is something being added or taken away in the story problem? How can that help you figure out which expression matches?”

• Display \(8 + 3\) and \(8 - 3\). If needed, reread the second story problem.
• “¿Cuál expresión escogieron? ¿Cómo supieron cuál expresión escoger?” // “Which expression did you choose? How did you know which expression to choose?” (\(8 - 3\). Some of the kids left, so I chose the one with the minus sign.)
• Display \(8 - 3\).
• “Usen esta expresión para contarle a su compañero lo que ocurrió en la historia” // “Use this expression to tell your partner what happened in the story.”

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

• Number Race
• Math Stories

• Gather materials from: 
  • Number Race, Stage 1
  • Math Stories, Stages 1 and 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
   

• 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

• “De los problemas-historia que su compañero les contó, ¿cuál fue su favorito? ¿Por qué fue su favorito?” // “What was your favorite story problem that your partner told you? Why was it your favorite?”