Lesson 2

The purpose of this Number Talk is to elicit strategies and understandings students have for the relationship between addition and subtraction (MP7). These understandings help students develop fluency and will be helpful later in this lesson when students identify sums they know that can help them find the values of differences.

• 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.

Consider asking:

• “¿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?”

• “¿Alguien quiere agregar algo a la estrategia de ____ ?” // “Does anyone want to add on to____’s strategy?”

The purpose of this activity is for students to build an understanding of the relationship between addition and subtraction (MP7). By using two different colored cubes, students can see the two parts that make the total. They can also see when one part is removed from the total, the other part remains. Students write addition and subtraction equations that can be represented with each cube tower.

• Create a tower of connecting cubes with 4 cubes of one color and 3 cubes of another color.

• Groups of 2
• Display a tower of four cubes of one color and three cubes of another color.
• “¿Qué ecuaciones que le correspondan a esta torre podrían escribir?” // “What equations could you write to match this tower?”
• If needed, “¿Qué ecuación de resta que le corresponda a esta torre podrían escribir?” // “What subtraction equation could you write to match this tower?”
• “Van a ver algunas imágenes de cubos encajables. Usen lo que saben sobre la suma y la resta para escribir dos ecuaciones que le correspondan a cada torre” // “You are going to look at some pictures of connecting cubes. Use what you know about addition and subtraction to write two equations for each tower.”

• 5 minutes: independent work time
• 3 minutes: partner work time
• Monitor for students who build the images with connecting cubes and demonstrate the addition and subtraction with the tower for the problem that shows 6 and 3.

• Invite previously identified students to share.
• “¿En qué se parecen la ecuación de suma y la ecuación de resta que le corresponden a esta torre de cubos? ¿En qué son diferentes?” // “How are the addition and subtraction equations that match this cube tower the same? How are they different?” (They have the same total and the same parts. The addition equation shows that the two parts are put together to get the total. The subtraction equations starts with the total and one part is taken away and the other part is left.)

The purpose of this activity is for students to find the number that makes an addition or subtraction equation true. The equations encourage students to use methods based on the relationship between addition and subtraction (MP7). For example, after finding the number that makes  \(4 + \underline{\hspace{1 cm}} = 9\), true, students can use this to find the number that makes \(9 - \underline{\hspace{1 cm}} = 5\) true.

• Groups of 2

• Read the task statement.
• 5 minutes: partner work time
• Monitor for students who discuss using a known addition fact to find the unknown number in a subtraction equation. 

• Invite previously identified students to share.

The purpose of this activity is for students to identify the differences within 10 they do not yet know from memory. Students write these differences on index cards which can be used for students to build fluency. It is not important for students to accurately distinguish between sums they recall from memory and those they find with fluency using a strategy. The focus of the lesson should be identifying the differences that take them longer to find and to develop strategies for finding the value of these differences with increased fluency. Students will continue to practice recalling sums and differences within 10 from memory in grade 2.

• Give students colored pencils and index cards.
• “Ahora vamos a repasar las diferencias hasta 10. Vamos a identificar las diferencias que nos sabemos de memoria y las que nos siguen pareciendo desafiantes. Miren cada expresión de la tabla y coloreen las que se saben de memoria, como lo hicieron en la tabla de las sumas. Cuando terminen, probablemente les van a quedar algunas casillas sin colorear. Estas son las diferencias que les siguen pareciendo desafiantes. Escriban cada una de estas diferencias en una tarjeta. En la parte trasera de la tarjeta, escriban una ecuación de suma que les pueda ayudar a encontrar la diferencia. Después, usen las tarjetas para practicar” // “Now we will revisit differences with values within 10. We will identify the differences we know the value of from memory and the ones we are still working on. Look at each expression in the chart and color in all that you know the value of from memory, just like you did on the addition chart. When you are done, you will probably have some boxes that are not colored in. These are the differences you are still working on. Write each of these differences on a card. On the back of the card, write an addition equation that can help you find the difference. Then you can use the cards to practice.”

• 8 minutes: independent work time

• “Escojan una diferencia que todavía les parezca desafiante. Díganle a su pareja cuál es la suma que les puede ayudar a encontrar el valor de la diferencia” // “Choose one difference you are still working on. Tell your partner the sum that can help you find the value of the difference.”