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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Capture Squares Stage 3 Gameboard, Spanish

Capture Squares Stage 3 Spinner, Spanish

To Gather

Colored pencils or crayons Number Cards 0–10 Paper clips

Activity Narrative

The purpose of this activity is for students to learn Stage 3 of the Capture Squares center. Capture Squares was introduced in IM Grade 1. In this stage, students spin to get a number (6–10) and flip a card (0–10) and find the value of the sum. The spinner includes a wild space where students can choose their own number. Students find the value of the sum on the gameboard and connect 2 dots that are adjacent to the number. If that line closes the square, they capture it and shade it in their color. The player to shade in 3 squares first is the winner.

Launch

Groups of 2
Give each group a gameboard, a spinner and a paper clip, a set of cards, and access to crayons or colored pencils.
If needed, demonstrate how to use the spinner with a pencil and paper clip. Place the pencil point through one end of the paper clip and onto the center dot of the spinner. Then flick the paper clip to spin around the pencil point. The first bend of the paper clip can be straightened to make a longer dial for the spinner.
“Vamos a jugar un juego” // “We are going to play a game.”
Spin the spinner and pick a card.
“¿Cómo podría encontrar el valor de la suma de estos dos números?” // “How could I find the value of the sum of these two numbers?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Use a suggested method or select a volunteer to show how to find the value.
“Ahora, encuentro el cuadrado que tiene el valor de mi suma. Dibujo una línea que conecte dos puntos de ese cuadrado” // “Now, I find the square that has the value of my sum. I draw a line connecting two dots on that square.”
“Si la ruleta cae en el comodín, pueden escoger cualquier número para que sea uno de sus sumandos” // “If the spinner lands on the wild space, you can pick any number to be one of your addends.”
Repeat 1–2 more times, as needed.
“Cuando dibujo la línea que completa un cuadrado, coloreo ese cuadrado con mi color. Gana el jugador que primero coloree 3 cuadrados.” // “If I draw the line that completes the square, I shade in that square with my color. The first player to shade in 3 squares is the winner.”

Activity

12 minutes: partner work time
Monitor for a variety of student strategies to share in the Synthesis.

None

Student Response

Activity Synthesis

Invite selected students to share their strategies.
“Cuando la ruleta cayó en el comodín, ¿cómo decidieron qué número escoger?” // “When the spinner landed on the wild spot, how did you decide what number to pick?”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Five in a Row Addition and Subtraction Stage 6 Gameboard, Spanish

To Gather

Paper clips Two-color counters

Activity Narrative

The purpose of this activity is for students to revisit Stage 6 of the Five in a Row center, which was introduced in IM Grade 1. In this stage, students add within 100 including sums that require composing a ten when adding by place. Partner A places a paper clip on the gameboard to cover one number in each gray row. They add the numbers and place their color counter on the sum. Partner B moves one of the paper clips to a different number in the same row, adds the numbers, and places their color counter on the sum. Students take turns until a player gets 5 counters in a row or the board is filled.

The gameboards will be used again in later lessons. Consider copying on cardstock or laminating for future use.

Launch

Groups of 2
Give each group a gameboard, 2 paper clips, and two-color counters.
“Vamos a aprender un juego que se llama ‘Cinco en línea’” // "We are going to learn a game called Five in a Row."
Display the gameboard.
“Primero voy a escoger dos números que estén en filas grises distintas y los voy a sumar. Pongo un clip en un número de la fila de arriba y otro en un número de la fila de abajo. Después los sumo” // “First I need to pick one number from each gray row to add together. I put a paper clip on one number in the top row and one number in the bottom row. Then I add them together.”
Pick two numbers and add them.
“El valor de mi suma es ____. Busco el número en el tablero de juego y lo cubro con una ficha. Ahora es el turno de mi pareja” // “The value of my sum is _____. Now I look for the number on the gameboard and cover it with a counter. Then it is my partner’s turn.”
“Mi pareja mueve uno de los clips a otro número en la misma fila. Después debe encontrar la suma de los dos números” // “My partner moves one of the paper clips to another number in the same row. Then they must find the sum of the two numbers.”
If needed, select a student volunteer to be Partner B to show the steps.
“Antes de que empiecen, decidan con su pareja quién va a usar el lado rojo de las fichas y quién va a usar el lado amarillo. Después, por turnos, muevan un clip, sumen los números y cubran la suma. Si la suma ya está cubierta, muevan el mismo clip a otro número. El juego termina cuando una persona tenga cinco fichas en línea en el tablero o cuando todo el tablero esté cubierto. La línea de fichas puede ser una línea de lado a lado, de arriba abajo o en diagonal” // “Before you begin, you and your partner need to decide who will use the red side of the counters, and who will use the yellow side. Then take turns moving one paper clip, adding the numbers, and covering the sum. If you find a sum that is already covered, move the same paper clip to a different number. The game ends when one person gets five counters in a row or the gameboard is filled. The counters can be in a row across, up and down, or diagonal.”

Activity

12 minutes: partner work time

Activity Synthesis

Display a gameboard with the center column covered with red counters except for the 33 at the bottom.
Show that one paper clip is on 8.
“Este es mi tablero de juego. ¿En dónde pondrían el otro clip?” // “This is my gameboard. Where would you put the other paper clip? (I would put it on 25 since and then you could cover the last number in the column and have five in a row.)