The purpose of this Number Talk is to elicit strategies and understandings students have for adding based on place value. These understandings help students develop fluency and will be helpful later in this lesson when students need to be able to add 2 two-digit numbers within 50, and throughout the year as students develop fluency adding within 100.
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 strategy.
Keep expressions and work displayed.
Repeat with each expression.
Encuentra mentalmente el valor de cada expresión.
Student Response
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Advancing Student Thinking
Activity Synthesis
“Hemos visto muchas formas diferentes de encontrar la suma de 2 números de dos dígitos. Hoy habrá más oportunidades para probar métodos diferentes mientras trabajamos en los centros” // “We have seen lots of different ways to find the sum of 2 two-digit numbers. There will be more opportunities to try out different methods as we work in centers today.”
Activity 1
Standards Alignment
Building On
Addressing
2.OA.B.2
Fluently add and subtract within 20 using mental strategies.See standard 1.OA.6 for a list of mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Number Puzzles Addition and Subtraction Stage 2 Gameboard, Spanish
Number Puzzles Digit Cards
Activity Narrative
The purpose of this activity is for students to revisit Stage 2 of the Number Puzzles center which was first introduced in grade 1. Students work together to use number cards to make addition and subtraction equations within 20 true. Each digit (0–9) can only be used once in a puzzle. Puzzles with less than ten spaces will have leftover cards.
Launch
Groups of 2
Give each group a set of digits (0–9) and a set of gameboards.
“Vamos a jugar un juego que pueden haber conocido en primer grado que se llama ‘Acertijos numéricos’” // “We are going to play a game you may have played in first grade called Number Puzzles."
“En este juego van a usar tarjetas de dígitos para hacer que cada ecuación sea verdadera. Solo pueden usar una vez cada tarjeta de dígitos en un tablero. En algunos acertijos van a tener que usar todas las tarjetas y en otros van a sobrar” // “In this game, you use digit cards to make each equation true. You can only use each digit once on a gameboard. Some puzzles will use all of the number cards and some puzzles will have cards leftover.”
Activity
10 minutes: center work time
None
Student Response
None
Advancing Student Thinking
Activity Synthesis
Display Puzzle 1.
“¿Con cuál ecuación empezarían? ¿Por qué empezarían por esa?” // “Which equation would you start with? Why would you start there?”
The purpose of this activity is for students to again choose from activities that focus on adding or subtracting.
Students choose from previously introduced stages of these centers:
What's Behind My Back?
How Close?
Number Puzzles
Launch
“Ahora pueden escoger otro centro” // “Now you can choose a different center.”
Display the center choices in the student book.
“Piensen en qué centro les gustaría trabajar ahora” // “Think about which center you would like to work on now.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
"Escojan qué quieren hacer ahora" // "Choose what you would like to do next."
10 minutes: center work time
Escoge un centro.
¿Qué hay a mis espaldas?
¿Qué tan cerca?
Acertijos numéricos
Student Response
None
Advancing Student Thinking
Activity Synthesis
“Digan una cosa que hayan aprendido o en la que hayan mejorado al trabajar en las actividades que escogieron” // “What is one thing you learned or got better at by working on the activity you chose?”
Lesson Synthesis
“Hoy escogimos actividades para hacer durante el tiempo de centros y trabajamos en ellas con un compañero” // “Today we chose activities to work on and worked with a partner during center time.”
“¿Cómo les fue trabajando con su pareja en los centros? ¿Qué salió bien? ¿Qué podemos mejorar?” // “How did you and your partner work together during centers? What went well? What can we continue to work on?”
Standards Alignment
Building On
Addressing
2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.