Lesson 6
Día 1 de centros (optional)
Warm-up: Conversación numérica: Dos más (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.
- \(2 + 2 + 2\)
- \(2 + 2 + 2 + 2\)
- \(2 + 2 + 2 + 2 + 2\)
- \(2 + 2 + 2 + 2 + 2 + 2\)
Student Response
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Activity Synthesis
- “¿Cuáles expresiones podrían representar un número par de objetos? Expliquen” // “Which expressions could represent an even number of objects? Explain.” (They all could. Each 2 is like a pair. You can find each sum by counting by 2.)
Activity 1: Conozcamos “Escribe números: Cuenta de 2 en 2, de 5 en 5 y de 10 en 10” (20 minutes)
Narrative
Required Materials
Materials to Gather
Materials to Copy
- Write the Number Stage 4 Gameboard
Launch
- Groups of 2
- Give each group a recording sheet.
- “Vamos a aprender una nueva forma de jugar el centro ‘Escribe números’” // “We are going to learn a new way to play the Write Numbers center.”
- “El compañero A escoge si van a empezar con 2, con 5 o con 10. Van a contar a saltos usando ese número y van a escribir los números que siguen. Pueden escribir 1, 2 o 3 números en el tablero de juego” // “Partner A will choose whether to start with 2, 5, or 10. You will skip count by that number. Write the next 1, 2, or 3 numbers on the gameboard.”
- “Por turnos, cada jugador decide cuántos números va a escribir y los escribe. Gana el jugador que escriba el último número en el tablero” // “Take turns choosing how many numbers to write and then writing them. The player who writes the last number on the gameboard wins.”
- “Al terminar, pueden jugar de nuevo. Ahora el compañero B escoge el número que van a usar para contar a saltos” // “Then you can play again and have the other partner choose the number you count by."
- “Juguemos una ronda juntos” // “Let's play a round together.”
- Play a round with the class.
- “Ahora van a jugar ‘Escribe números’ con su compañero” // "Now you'll play Write Numbers with your partner.”
Activity
- 15 minutes: partner work time
- Monitor for how students decide how many numbers to write on their turn.
Activity Synthesis
- “¿Cómo decidieron cuántos números escribir cuando fue su turno?” // “How did you decide how many numbers to write on your turn?”
Activity 2: Centros: Momento de escoger (20 minutes)
Narrative
The purpose of this activity is for students to choose from activities that focus on skip-counting and addition and subtraction within 1,000.
Students choose from any stage of previously introduced centers.
- Write Numbers
- Target Numbers
- Five in a Row
- How Close
Required Materials
Materials to Gather
Required Preparation
- Write Numbers, Stage 4
- Target Numbers, Stages 6 and 7
- Five in a Row, Stages 7 and 8
- How Close, Stage 4
Launch
- “Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘Escribe números’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Write Numbers.”
- 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
Activity
- 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
Student Facing
Escoge un centro.
Escribe números
Números objetivo
Cinco en línea
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?”
Lesson Synthesis
Lesson Synthesis
“Hoy aprendimos una nueva forma de jugar ‘Escribe números’. Contamos de 2 en 2, de 5 en 5 y de 10 en 10. ¿Con cuál número les gustó más contar a saltos en este centro? ¿Por qué?” // “Today we learned a new way to play Write Numbers. We skip-counted by 2, 5, and 10. Which number did you most like to skip-count by during this center? Why?”