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Activity 1

20 mins

Emparejemos expresiones con tarjetas de puntos

Standards Alignment

Building On

Addressing

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is for students to relate dot images to addition expressions. In a previous lesson, students discussed using addition expressions to show putting together the two values represented by two dot cubes. In this activity, students match expressions to dot cube images and find the total, either by using the dots in the image, or by finding the value of the expression. Students then create matching dot images and expressions. When students match dot images and expressions and write expressions to match dot images, they reason abstractly and quantitatively (MP2).

Launch

Groups of 2
Display the first page of the activity in the student book.
“El número total de puntos que hay en cada par de dados de puntos está representado por una de estas expresiones” // "The total number of dots on each pair of dot cubes is represented by 1 of these expressions."

Activity

“Unan con una línea cada imagen de puntos con la expresión que le corresponde. Luego, encuentren el total” // “Draw a line to connect each dot image to its matching expression. Then find the total.”
3 minutes: independent work time
“Compartan su trabajo con su compañero” // “Share your work with your partner.”
1 minute: partner discussion
Display the second page of the activity and read the directions.
1 minute: independent work time
“Compartan su trabajo con un compañero” // “Share your work with a partner.”
1 minute: partner discussion
Repeat for the third page. (2 minutes)

Student Task Statement

Empareja cada par de dados con una expresión. Después encuentra el total.

2 dot cubes. First cube, 4. Second cube, 2.<br>

2 dot cubes. First cube, 5. Second cube, 3.

2 dot cubes. First cube, 6. Second cube, 4.

2 dot cubes. First cube, 3. Second cube, 2.<br>

2 dot cubes. First cube, 4. Second cube, 3.<br>

expresión	total

Dibuja los puntos que faltan para que el dibujo corresponda a la expresión. Después encuentra el total.

Expresión:

Total: ____________

Expresión:

Total: ____________

Expresión:

Total: ____________

Escribe la expresión que falta para que corresponda a los puntos. Después encuentra el total.

2 dot cubes. First cube, 1. Second cube, 2.<br>

Expresión: ____________

Total: ____________

2 dot cubes. First cube, 3. Second cube, 1.

Expresión: ____________

Total: ____________

Activity Synthesis

“¿Cómo supieron cuál expresión le correspondía a cada par de dados de puntos?” // “How did you know which expression matched each pair of dot cubes?” (I counted the dots on the first dot cube and wrote the number underneath, then counted the dots on the second cube and found the expression with those numbers. I’ve seen these dot patterns before, so I just knew that the first cube shows 4 and other shows 3. So, I found the expression that adds 4 and 3.)

Activity 2

20 mins

Retomemos “Márcalo: Suma hasta 10”

Standards Alignment

Building On

Addressing

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

To Copy (from Blackline Masters)

Check It Off Stage 1 Recording Sheet, Spanish

Number Cards 0–10

To Gather

10-frames

Two-color counters

Activity Narrative

The purpose of this activity is for students to revisit Stage 1 of the Check It Off center, which was first introduced in IM Kindergarten. In this activity, students are introduced to the term "sum." They take turns picking two number cards (0–5) and finding the value of the sum of those two numbers in a way that makes sense to them. Students check off the number that represents the value of the sum (0–10) on their recording sheet and then fill in the addition expression. The partner who checks off the most numbers wins.

MLR8 Discussion Supports. To give all students an opportunity for verbal output, and to support the transfer of new vocabulary to long-term memory, invite students to chorally repeat phrases that include the term, “sum” in unison, 1–2 times. For example, “La suma de 1 y 3 es 4” // “The sum of 1 and 3 is 4.”

Advances: Speaking, Listening

Engagement: Internalize Self-regulation. Provide students an opportunity to self assess and reflect on their own progress. For example, check in with students, and invite them to share their thinking.
Supports accessibility for: Social-Emotional Functioning, Conceptual Processing

Launch

Groups of 2
Give each group a set of cards, 2 recording sheets, and access to 10-frames and two-color counters.
“Vamos a conocer un juego llamado ‘Márcalo’. Juguemos la primera ronda juntos” // “We are going to learn a game called Check It Off. Let’s play the first round together.”
“Primero, saquemos todas las tarjetas que muestran 6, 7, 8, 9 o 10. No vamos a usar esas tarjetas en este juego. Ahora voy a escoger 2 tarjetas de números y a encontrar la suma de los 2 números. Llamamos suma al total que se obtiene cuando se suman 2 o más números” // “First, we take out all of the cards that show 6, 7, 8, 9, or 10. We will not use those cards in this game. Now I am going to pick 2 number cards and find the sum of the 2 numbers. The sum is the total when adding 2 or more numbers.”
Choose 2 cards and display their numbers.
“¿Cuál es la suma de los números?, ¿cómo lo saben?” // “What is the sum of the numbers? How do you know?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Ahora marco la suma. ¿Qué expresión de suma representa la suma de los números?” // “Now I check off the sum. What addition expression represents the sum of the numbers?”
30 seconds: quiet think time
Share responses.
“Escribo la expresión en mi hoja de registro al lado de la suma. Ahora es el turno de mi compañero” // “I fill in the expression on my recording sheet next to the sum. Now it’s my partner’s turn.”

Activity

“Por turnos, escojan 2 tarjetas, encuentren la suma y escriban una expresión de suma. Si la suma ya está marcada, tomen otra carta. Gana el compañero que marque más números” // “Take turns choosing 2 cards, finding the sum, and filling in the addition expression. If the sum is already checked, take another card. The partner who checks off the most numbers wins."
10 minutes: partner work time
Consider asking:
- “¿Cómo encontraron la suma?” // “How did you find the sum?”
- “¿Qué expresión escribieron? ¿Qué muestra la expresión?” // “What expression did you write? What does the expression show?”
Monitor for students who draw pictures or use fingers to find sums.

Activity Synthesis

Display number cards 4 and 3.
“¿Cómo podemos encontrar la suma de estos dos números?” // "How can we find the sum of these 2 numbers?"
Invite previously identified students to share.
“¿Qué expresión de suma podemos escribir para representar la suma de estos números?” // "What addition expression can we write to represent the sum of these numbers?" ( or )

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Lesson 2

Exploremos expresiones y sumas

Warm-up

Conteo grupal: Contemos hasta 41

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Emparejemos expresiones con tarjetas de puntos

Standards Alignment

1.OA.C.5

1.OA.C.6

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Retomemos “Márcalo: Suma hasta 10”

Standards Alignment

1.OA.C.5

1.OA.C.6

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

K.CC.A.1

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?