Lesson 14

The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 5. These understandings help students develop fluency with adding and subtracting within 5.

• 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 strategy.
• Keep expressions and work displayed.
• Repeat with each expression.

• “¿Cómo les gusta restar 2?” // “How do you like to subtract 2?”

The purpose of this activity is for students to explore building with solid shapes. Students use the solid shapes that they have been working with in previous lessons. Students may use the shapes to create representations of objects, such as building a house, or they may experiment with putting shapes together. The purpose of the activity synthesis is to highlight using names of shapes and positional words to describe what they built (MP6).

• Groups of 2
• Give students access to solid shapes and geoblocks.
• “Usen las figuras sólidas para construir lo que quieran” // “Use the solid shapes to build anything you want.”

• 5 minutes: independent work time
• “Descríbanle a su pareja lo que construyeron” // “Describe what you built to your partner.”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Monitor for students who use the names of shapes and positional language to describe what they built.

• Invite selected students to share what they built and the shapes that they used.
• As students share, ask questions involving positional words, such as:
  • “¿En qué parte de la creación de ____ está el cilindro?” // “Where is the cylinder in ______’s creation?”
  • “¿Cuál figura está encima del cubo?” // “Which shape is on top of the cube?”

The purpose of this activity is for students to build with solid shapes. Students practice using names of solid shapes and positional words as they try to recreate a building (MP6). Initially, students recreate what their partner built. Then students work together to build.

• Create a building with 6–8 solid shapes to display and have a way to hide it from students’ view.

• Groups of 2
• Give students access to solid shapes and geoblocks.
• “Escojan quién va a construir primero. El primer compañero va a usar las figuras sólidas para construir algo. Observen lo que su compañero está construyendo” // “Choose who will build first. The first partner will use the solid shapes to build something. Watch as your partner builds.”
• 2 minutes: independent work time
• “Usen las figuras sólidas para construir la misma cosa que su pareja” // “Use the solid shapes to build the same thing as your partner.”
• 1 minute: independent work time
• Repeat the steps above, with students switching roles.

• “Esta vez les voy a mostrar algo que yo construí, y ustedes y su pareja van a tratar de construir juntos la misma cosa que yo construí. Pero solo van a poder ver lo que yo construí durante un minuto, así que miren con cuidado y traten de recordar en dónde van las figuras” // “This time I am going to show you something that I built, and you and your partner will work together to try to make the same thing. But you will only get to look at what I built for one minute, so look closely and try to remember where the shapes go.”
• Display the building, built with 6–8 solid shapes. Allow students to look at the building closely. Then cover the building.
• “Junto a su pareja, construyan la misma cosa que yo construí” // “Work with your partner to build the same thing that I built.”
• 3 minutes: partner work time

• Invite one partner from each group up to look at the building again.
• “Ahora que vieron otra vez lo que construí, díganle a su pareja en dónde poner las figuras para ajustar lo que construyeron” // “Now that you have seen what I built again, tell your partner where to put the shapes to revise what you built.”
• 2 minutes: partner work time
• Invite students to share how they changed their building using positional words and names of shapes.

The purpose of this activity is for students to learn stage 2 of the Match Mine center. Students use positional words as they build with solid shapes and describe what they have built. Folders or other objects can be used to keep students’ work hidden.

After they participate in the center, students choose from any stage of previously introduced centers.

• Build Shapes
• Geoblocks
• Counting Collections
• Shake and Spill

• Gather materials from: 
  • Build Shapes, Stages 1-3
  • Geoblocks, Stages 1-4
  • Counting Collections, Stage 1
  • Shake and Spill, Stages 1-4

• Groups of 2
• Give each group of students a folder and at least 8 solid shapes or geoblocks, with at least 2 of each type of shape.
• “Vamos a aprender una nueva forma de jugar el centro ‘Haz una como la mía’. Se llama ‘Haz una como la mía: Figuras sólidas’” // “We are going to learn a new way to play the Match Mine center. It is called Match Mine, Solid Shapes.”
• “Un compañero va a escoger 4 figuras sólidas y va a construir algo detrás de la carpeta. Después, va a describir lo que construyó y su pareja va a tratar de crear la misma cosa sin mirarla. Cuando los dos hayan terminado, retiren la carpeta y comparen. ¿Su pareja pudo construir exactamente la misma cosa? ¿Qué información les habría ayudado?” // “One partner will choose 4 solid shapes and build something behind the folder. Then they will describe what they built and their partner will try to create the same thing without looking at it. When you’re both finished, remove the folder and compare. Was your partner able to build the exact same thing? What information would have helped them?”
• If needed, play one round as a class.
• “Por turnos, jueguen ‘Haz una como la mía’ con su pareja” // “Take turns playing Match Mine with your partner.”

• 7 minutes: center work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Haz una como la mía’” // “Now you can choose another center. You can also continue playing Match Mine.”
• 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.

• “De las pistas que les dio su pareja, ¿cuáles pistas les ayudaron más? ¿Por qué les ayudaron?” // “Which clues did your partner give you that were most helpful? Why were they helpful?”