Lesson 12

This warm-up prompts students to carefully analyze and compare features of four images. The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of the 10-frame and compositions and decompositions of 10.

• Groups of 2
• Display the image.
• “Escojan uno que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• Display image D.
• “¿Cuántas fichas hay?” // “How many counters are there?” (10)
• “¿Qué partes ven dentro del 10?” // “What parts do you see inside 10?” (4 and 6)
• Write \(10 = 4 + 6\).
• “Hay 10 fichas: 4 rojas y 6 amarillas. Eso lo podemos escribir así: 10 es \(4 + 6\)” // “There are 10 counters, 4 red and 6 yellow. We can write that as 10 is \(4 + 6\).”
• Invite students to chorally repeat the equation in unison 1-2 times.

The purpose of this activity is for students to compose and decompose 10 in multiple ways. Students shake and spill 10 counters and find an equation to match each composition and decomposition.

• Each group of 2 needs 1 cup and 10 two-color counters.

• Groups of 2
• Give each group of students 10 two-color counters and a cup.
• “Por turnos, revuelvan y saquen las 10 fichas. Organicen las fichas en el tablero de 10 que está en la parte de arriba de su hoja. Después, escriban una ‘x’ al lado de la ecuación que muestra las fichas rojas y amarillas. Si vuelven a obtener alguna ecuación, escriban otra ‘x’ al lado de ella” // “Take turns shaking and spilling all 10 counters. Arrange the counters in the 10-frame at the top of your page. Then put a check mark next to the equation that shows the red and yellow counters. If you get the same equation again, put another check mark next to it.”

• 6 minutes: partner work time

• Display \(10 = 8 + 2\)
• “Usen sus fichas para mostrar esta ecuación” // “Use your counters to show this equation.”
• “¿Cuántas fichas hay? ¿Cuáles son las 2 partes que ven?” // “How many counters are there? What are the 2 parts that you see?” (There are 10 counters. There are 8 red counters and 2 yellow counters or 8 yellow and 2 red counters.)

The purpose of this activity is for students to find how many counters are needed to fill a 10-frame. Students may count the number of empty squares or use counters to fill them. Students may be able to recognize how many counters are needed without counting. With repeated experience composing 10 in many ways, students may begin to know the combinations to make 10 (MP8).

• Groups of 2
• Give students access to two-color counters.
• “Descifren cuántas fichas más se necesitan para llenar cada tablero de 10. Escriban un número que muestre cuántas fichas se necesitan para llenar el tablero” // “Figure out how many counters are needed to fill each 10-frame. Write a number to show how many counters are needed to fill it.”
• “Marquen la ecuación que muestra el número de fichas en el tablero de 10 y el número de fichas que se necesitan para llenar el tablero de 10” // “Circle the equation that shows the number of counters in the 10-frame and the number of counters needed to fill the 10-frame.”

• 3 minutes: independent work time
• 3 minutes: partner work time

• Display the image of 2 counters on a 10-frame.
• “¿Cuál ecuación marcaron para este tablero de 10? ¿Por qué?” // “Which equation did you circle for this 10-frame? Why?” (I circled \(10 = 2 + 8\) because there are 2 red counters on the 10 frame. There are 8 empty squares, so I need 8 more counters to fill in the 10 frame.)
• Write \(10 = 2 + 8\).
• “¿Qué muestra el 10 en esta ecuación?” // “What does the 10 in this equation show?” (There are 10 squares in the 10-frame.)

The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.

Students choose from any stage of previously introduced centers.

• Shake and Spill
• Counting Collections
• Roll and Add

• Gather materials from: 
  • Shake and Spill, Stages 1–3
  • Counting Collections, Stage 1
  • Roll and Add, Stages 1 and 2

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• 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. 
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

• “¿Alguna vez los ha decepcionado cambiar de centro o finalizar los centros porque querían seguir jugando? ¿Qué hicieron?” // “Have you ever been disappointed when it was time to switch or end centers because you wanted to keep playing? What did you do?”