Lesson 5

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see.

Record the ways students see the blocks using equations. For example, if a student said they saw the first image as 2 hundreds, then 5 tens, and then the 4 ones, record this as \(200 + 50 + 4 = 254\). If a student said they saw the image as 2 hundreds, 3 tens and 2 tens, and then 4 ones, record this as \(200 + 30 + 20 + 4 = 254\).

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

• Display the image.
• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses using equations. (For example, I saw 234 and 2 more tens. \(234 + 20 = 254\))
• Repeat for each image.

• “¿Cómo les ayudaron los grupos a saber el valor de los bloques?” // “How did the groups help you to know the value of the blocks?” (We described seeing the same kinds of blocks together. People saw hundreds with hundreds, tens with tens, and ones with ones.)

The purpose of this activity is for students to learn stage 7 of the Five in a Row: Addition and Subtraction center. Students add within 1,000, without composing tens or hundreds. Partner A chooses two numbers and places a paper clip on each number. They add the numbers and place a counter on the sum. Partner B moves one of the paper clips to a different number, adds the numbers, and places a counter on the sum. Students take turns moving one paper clip, finding the sum, and covering it with a counter. The winner is the first one to get five counters in a row.

Each group of 2 students needs 10 counters and 2 paper clips.

• Groups of 2
• Give each group two paper clips, counters, and a gameboard.
• “Vamos a conocer una nueva etapa del centro ‘Cinco en línea’” // “We are going to learn a new stage in the Five in a Row center.”
• “Juguemos una ronda juntos. Todos pueden ser mi pareja” // “Let’s play one round together. You can all be my partner.”
• “Voy a poner un clip en los recuadros grises sobre dos números que vamos a sumar. Pondremos una ficha en la suma. ¿Cuál es la suma?” // “I’ll put a paper clip on two numbers in the grey boxes that we will add and we’ll put a counter on the sum. What is the sum?”
• 1 minute: quiet think time
• Share responses and demonstrate covering the sum on the gameboard with a counter.
• “Después, el siguiente jugador mueve uno de los clips, suma los números y pone una ficha en la suma” // “Then the next player moves one of the paper clips, adds the numbers, and puts a counter on the sum.”
• “Por turnos, sigan jugando hasta que alguien tenga 5 en línea” // “Continue taking turns until someone gets 5 in a row.”

• 15 minutes: partner work time

• “¿Qué estrategias usaron para sumar los números?” // “What strategies did you use to add the numbers?”
• “¿Qué estrategias se les ocurrieron para escoger en qué número poner sus clips?” // “What strategies did you come up with for picking your paper clip number?”

The purpose of this activity is for students to choose from activities that focus on place value and addition with three-digit numbers. 

Students choose from any stage of previously introduced centers.

• Five in a Row: Addition and Subtraction
• Get Your Numbers in Order
• Mystery Number
• The Greatest of them All

Gather materials from:

• Five in a Row: Addition and Subtraction, Stages 6–7 
• Get Your Numbers in Order, Stage 2
• Mystery Number, Stage 2
• The Greatest of them All, Stage 2

• “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘Cinco en línea’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Five in a Row.”
• 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 les gustó de las actividades en las que trabajaron hoy?” // “What did you like about the activities you worked on today?”