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Activity 1

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Find the Pair Stage 2 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 2 of the Find the Pair center introduced in IM Kindergarten. Students practice finding the number that makes 10 when added to a given number. They may use two-color counters and a 10-frame or their fingers to help them determine the number needed to make 10.

Each student draws a hand of 5 cards. Students take turns asking their partner for a card that goes with one of their cards to make 10. When students receive a match, they put down the pair of cards and write an expression on their recording sheet. Students draw a new card when they do not receive a match. Students continue playing until one player runs out of cards or until the center time is over. At that point, the player with the most pairs wins.

MLR8 Discussion Supports. Display sentence frames to support students as they play Find the Pair:

“¿Tienes un ______?” // "Do you have a ______?"
“Sí, tengo un _____” // “Yes, I have a _____.”
“No, no tengo un _____” // “No, I don’t have a _____.”

Advances: Speaking, Listening

Action and Expression: Internalize Executive Functions. Before they begin the activity, invite students to verbalize their strategy, including the tools they will use, for finding a number that makes 10. Students can speak quietly to themselves, or share with a partner.
Supports accessibility for: Organization, Conceptual Processing, Language

Launch

Groups of 2
Give each group a set of cards, recording sheets, and access to 10-frames and two-color counters.
“Vamos a jugar un juego que algunos tal vez ya conocen. Se llama ‘Encuentra la pareja‘. En este juego, vamos a encontrar parejas de números que formen 10. Asegurémonos de que todos saben cómo jugar” // “We are going to play a game that some of you may have played before. It’s called Find the Pair. In this game, we find pairs of numbers that make 10. Let’s make sure everyone remembers how to play the game.”
“Cada jugador recibe 5 tarjetas al comienzo” // “Each player gets 5 cards to start.”
Display 5 cards.
“Cuando sea su turno, pidanle a su compañero un número que forme 10 al sumarlo con un número de una de sus tarjetas. Por ejemplo, yo tengo una tarjeta con un (6), entonces le debo pedir a mi compañero un (4) porque (6) y (4) forman 10” // “When it’s your turn, you ask your partner for a number that makes 10 when added to a number on one of your cards. For example, I have a card with a (6), so I would ask my partner for a (4) because (6) and (4) make 10.”
“Si su compañero tiene el número que le pidieron, les entrega la tarjeta. Después, ponen las 2 tarjetas en la mesa y completan la ecuación para que muestre los números que forman 10” // “If your partner has the number you asked for, they give you the card. Then you put those 2 cards down and fill in the equation showing the numbers that make 10.”
Demonstrate completing the equation on the recording sheet.
“Si su compañero no tiene el número que le pidieron, tomen una tarjeta del montón” // “If your partner doesn’t have the number you asked for, pick 1 card from the pile.”
“Sigan jugando hasta que se le acaben las tarjetas a un jugador. Gana el jugador que tenga más parejas” // “Continue playing until 1 player runs out of cards. The player with the most pairs wins.”

Activity

10 minutes: partner work time
Monitor for students who use a 10-frame and counters or their fingers to find the number needed to make 10.

Activity Synthesis

Display a card with a 3.
“Esta es mi última tarjeta. ¿Cómo puedo averiguar qué número pedirle a mi pareja?” // “This is my last card. How can I figure out what number to ask my partner for?”
Invite previously identified students to share.

Activity 2

Standards Alignment

None

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from previous centers

Activity Narrative

The purpose of this activity is for students to choose from activities that focus on counting up to 20 objects or adding and subtracting within 10. Students choose from any of the previously introduced stages of the listed centers. They are encouraged to choose the center that will be most helpful for them at this time.

Counting Collections
Number Race
Check It Off
Five in a Row: Addition and Subtraction
Find the Pair

In the Activity Synthesis, students discuss ways they can continue building fluency with addition and subtraction within 10 at home. Consider sending home copies of the center activities for students to play at home.

Launch

Groups of 2
“Ahora vamos a escoger centros de los que ya conocemos” // “Now 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 want 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

Escoge un centro.

Contar colecciones

Carrera con números

Márcalo

Cinco en línea
(suma y resta)

Encuentra la pareja

Student Response

None

Advancing Student Thinking

Activity Synthesis

“Hemos jugado muchos juegos que nos han ayudado a ganar fluidez con sumas y restas hasta 10. ¿Cómo pueden ustedes seguir trabajando en sumas y restas en la casa?” // “We have been playing a lot of games to help us build fluency with addition and subtraction within 10. How can you continue working on addition and subtraction at home?” (I could use flash cards. I could play these games with my family.)

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Settings

Language

Audience

Assessment Access

Lesson 6

Día 1 de centros

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

1.OA.C.6

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

Building Toward

Student Response

Advancing Student Thinking

Building Toward