Lesson 11
Día 2 de centros (optional)
Warm-up: Conversación numérica: Formemos 100 (10 minutes)
Narrative
Launch
- 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
Activity
- Record answers and strategies.
- Keep expressions and work displayed.
- Repeat with each expression.
Student Facing
Encuentra mentalmente el valor de cada expresión.
- \(80¢ + 20¢ + 37¢\)
- \(80¢ + 20¢+ 37¢+ 42¢\)
- \(75¢ + 37¢ + 25¢\)
- \(75¢ + 80¢ + 25¢ + 20¢\)
Student Response
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Activity Synthesis
- Revisit a student strategy that shows looking for a way to make 100 first and expresses the total in cents.
- Consider asking:
- “¿Alguien puede expresar el razonamiento de _____ de otra forma?” // “Who can restate _____'s reasoning in a different way?”
- “¿Alguien puede expresar el razonamiento de _____ usando dólares y centavos?” // “Who can restate _____'s reasoning using dollars and cents?”
Activity 1: Conozcamos “¿Qué tan cerca?: Suma para obtener 1,000” (15 minutes)
Narrative
The purpose of this activity is for students to learn stage 4 of the How Close center. Students pick a given number of digit cards and then choose a subset of those to make an expression that yields a number as close as possible to the target number. Before playing, students remove the cards that show 10 and set them aside. Each student picks 8 cards and chooses 5 or 6 of them to create 2 three-digit numbers. Each student adds the numbers. The score for the round is the difference between each student's sum and 1,000. Students pick new cards so that they have 8 cards in their hands and then start the next round. The player with the lowest score after 10 rounds wins.
Required Materials
Launch
- Give each group a set of number cards and two copies of the blackline master.
- “Vamos a aprender una nueva forma de jugar el centro ‘Qué tan cerca’” // “We are going to learn a new way to play the How Close center.”
- “Antes de jugar, saquen las tarjetas que muestran 10 y déjenlas a un lado” // “Before you play, remove the cards that show 10 and set them aside.”
- “Cada persona toma 8 tarjetas y escoge 6 de ellas para crear 2 números de tres dígitos. Después, suma sus números de tres dígitos” // “Each person picks 8 cards and chooses 6 of them to create 2 three-digit numbers. Then add your three-digit numbers.”
- “El puntaje de la ronda es la diferencia entre su suma y 1,000” // “The score for the round is the difference between your sum and 1,000.”
- “Después, tomen otras tarjetas para que tengan 8 tarjetas en sus manos y empiecen la siguiente ronda” // “Then pick new cards so that you have 8 cards in your hand and then start the next round.”
- “Gana el jugador que tenga el puntaje más bajo después de 10 rondas” // “The player with the lowest score after 10 rounds wins.”
- Answer any questions or play a round with the class as needed.
Activity
-
10 minutes: partner work time
Activity Synthesis
- “¿Qué estrategias usaron para sumar los números?” // “What strategies did you use to add the numbers?”
Activity 2: Conozcamos “Cinco en línea: Suma hasta 1,000 componiendo” (25 minutes)
Narrative
The purpose of this activity is for students to learn stage 8 of the Five in a Row: Addition and Subtraction center. Students add within 1,000 with sums that require composing units when adding by place.
Then, students choose from any stage of previously introduced centers.
- Five in a Row
- How Close?
Required Materials
Materials to Gather
Materials to Copy
- Five in a Row Addition and Subtraction Stage 8 Gameboard, Spanish
Required Preparation
- Each group of 2 needs 10 counters and 2 paper clips.
- Gather materials from:
- Five in a Row, Stages 7–8
- How Close, Stage 4
Launch
- Groups of 2
- Give each group two paper clips, counters, and a gameboard.
- “Vamos a aprender una nueva forma de jugar el centro ‘Cinco en línea’. El centro es igual a las versiones anteriores, pero ahora puede que necesiten componer nuevas unidades en base diez cuando suman” // “We are going to learn a new way to play the Five in a Row center. The center is the same as previous versions, but now you might need to compose new units when you add.”
- “Tómense un minuto para leer las instrucciones con su pareja” // “Take a minute to read the directions with your partner.”
- Answer any questions.
- “Jueguen esta nueva versión de ‘Cinco en línea’ con su pareja” // “Play this new version of Five in a Row with your partner.”
Activity
- 10 minutes: partner work time
- “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Cinco en línea’” // “Now you can choose another center. You can also continue playing Five in a Row.”
- Display the center choices in the student book.
- Invite students to work at the center of their choice.
- 10 minutes: center work time
- If time, invite students to choose another center.
Student Facing
Escoge un centro.
Cinco en línea (suma y resta)
¿Qué tan cerca?
Activity Synthesis
- “¿Qué les gustó de las actividades en las que trabajaron hoy?” // “What did you like about the activities you worked on today?”