Lesson 8

The purpose of this Number Talk is to elicit strategies and understandings students have for adding three one-digit numbers within 20. When students look for ways to decompose addends to make a ten with another addend, and add the remaining addends to find the sum, they look for and make use of the structure of numbers and properties of operations (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 strategies.
• Keep expressions and work displayed.
• Repeat with each expression.

• “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _____'s reasoning in a different way?”
• “¿Alguien usó la misma estrategia, pero la explicaría de otra forma?” // “Did anyone have the same strategy but would explain it differently?”
• “¿Alguien pensó en el problema de otra forma?” // “Did anyone approach the problem in a different way?”

The purpose of this activity is for students to learn stage 2 of the Match Mine center introduced in kindergarten. Students put solid shapes together to make a larger object. They hide their object behind a folder and describe it to a partner who tries to match it.

• Groups of 2
• Give each group solid shapes and a folder. 
• “Vamos a aprender una nueva forma de jugar ‘Haz una como la mía’, que es un centro que conocieron en kínder. Juguemos una ronda juntos. Todos pueden ser mi pareja.” // “We are going to learn a new way to play Match Mine, which is a center that was introduced in kindergarten. Let’s play one round together. You can all be my partner.”
• Put shapes together to make an object. Hide the object behind a folder.
• “Una persona empieza juntando figuras para construir algo nuevo. Esconde su objeto detrás de la carpeta para que su pareja no lo pueda ver. Después, le describe su objeto a su pareja, que trata de hacer el mismo objeto. Yo voy a describir mi objeto y ustedes pueden tratar de hacer uno como el mío” // “One person starts by putting shapes together to build something new. They hide their object behind the folder so their partner can’t see it. Then they describe their object to their partner, who tries to match it. I will describe my object and you can try to match it.”
• Describe your object and allow students to try to match it with the shapes.
• Discuss what you said that helped students match the object, and what you said that might not have helped.

• “Ahora van a jugar con su pareja” // “Now you will play with your partner.”
• 10 minutes: partner work time

• “¿Qué hizo o qué dijo su pareja para que fuera más fácil hacer un objeto igual al de ellos?” // “What did your partner do or say to make it easier to match their object?” (My partner only used four blocks so it was easy to match his object. My partner told me when to put a block on top of another block or next to it.)

The purpose of this activity is for students to choose from activities that offer practice adding and subtracting or working with shapes. Students choose from any stage of previously introduced centers.

• Picture Books
• How Are They the Same
• Capture Squares

• Gather materials from previous centers:
  • Picture Books, Stage 2
  • How Are They the Same, Stage 1
  • Capture Squares, Stages 1 and 2

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you 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. 
• 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 pudieron practicar en los centros que escogieron?” // “What did the centers you worked on today help you practice?”