Lesson 5

This Number Talk encourages students to think about place value and use the properties of operations to mentally find the value of sums. The strategies elicited here help students develop fluency with adding and understanding numbers within 1,000.

• 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 pensó en el problema de otra forma?” // “Did anyone approach the problem in a different way?” 
  • “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _____’s reasoning in a different way?”
• “En las sumas que encontraron, ¿cuáles fueron algunos de los distintos valores del 5?” // “What were some of the different values of 5 in the sums you found?” (5, 50, 500)

The purpose of this activity is for students to learn stage 3 of the Which One center. Students lay out the shape cards face up in rows. One partner chooses a shape. The other partner asks yes or no questions to figure out what shape they chose. Students work with triangles, quadrilaterals, and hexagons.

• Each group of 2 needs a set of shape cards used in a previous lesson.

• Groups of 2
• Give each group a set of shape cards.
• “Vamos a aprender una nueva forma de jugar el centro ‘¿Cuál es?’” // “We are going to learn a new way to play the Which One center.”
• “Juguemos una ronda juntos. Todos ustedes pueden ser mi compañero. Vamos a usar las tarjetas de figura que usamos en una lección anterior” // “Let’s play one round together. You can all be my partner. We’ll use the shape cards we used in an earlier lesson.”
• Lay the shape cards out in rows. Mentally choose a shape.
• “Voy a escoger una figura. No les voy a mostrar o a decir cuál figura escogí. Luego, ustedes me harán preguntas de sí o no para intentar adivinar cuál figura escogí” // “I’m going to choose a shape. I am not going to show or tell you which shape I choose. Then you will ask me yes or no questions to try to guess which shape I chose.”
• “Inventen con su compañero una pregunta de ‘sí’ o ‘no’ que quieran hacerme” // “Work with your partner to come up with a yes or no question you want to ask me.”
• 1 minute: partner discussion
• Invite a group to ask their question and answer it. Repeat until students think they know which shape you chose. 
• Invite students to guess which shape you chose and how they know. 
• “Ahora van a jugar con un compañero” // “Now you will play with a partner.”

• 12 minutes: partner work time
• Monitor for different types of questions students ask. 

• “¿Qué tipo de preguntas fue más útil hacer cuando intentaban adivinar la figura de su compañero?” // “Which types of questions were most useful to ask when you were trying to guess which shape your partner chose?”

The purpose of this activity is for students to learn stage 2 of the Can You Draw It? center. Students describe and draw two-dimensional shapes. One partner chooses a shape card and describes it. The other partner draws the shape based on the description. If the student draws the shape correctly, they get to keep the card. Students work with triangles, quadrilaterals, and hexagons. 

• Each group of 2 needs a set of cards from the previous activity.

• Groups of 2
• Give each group a set of shape cards and each student a piece of dot paper.
• “Vamos a aprender una nueva forma de jugar el centro ‘¿Puedes dibujarla?’” // “We are going to learn a new way to play the Can You Draw It? center.”
• “Juguemos una ronda juntos. Todos ustedes pueden ser mi compañero. Vamos a usar las tarjetas de figura que usamos en una lección anterior” // “Let’s play one round together. You can all be my partner. We’ll use the shape cards we used in an earlier lesson.”
• Choose a card.
• “Voy a describir la figura que está en mi tarjeta. Después, ustedes la van a dibujar” // “I’m going to describe the shape on my card. Then you will draw the shape.”
• Describe the shape on the card you chose and give students time to draw the shape.
• “Ahora verifiquemos si ustedes dibujaron la figura que está en mi tarjeta” // “Now let’s check to see if you drew the shape on my card.”
• Share responses.
• “Ahora van a jugar con un compañero. Si no dibujan la misma figura que está en la tarjeta, discutan en qué son diferentes las figuras y si ambas corresponden o no a la descripción. Si dibujan la figura que está en la tarjeta, pueden quedarse con la tarjeta” // “Now you will play with a partner. If you do not draw the same shape that is on the card, discuss how the shapes are different, and whether or not both shapes match the description. If you draw the shape on the card, you get to keep the card.”

• 12 minutes: partner work time
• Monitor for shapes that are more complicated for students to describe.

• Display one of the shapes that was more challenging for students to describe.
• “¿Cómo podríamos describir esta figura?” // “How could we describe this shape?”