• Groups of 2
• Give students access to base-ten blocks.

• “Diego y Elena dibujaron diagramas en base diez para encontrar el valor de ​​” // “Diego and Elena drew base-ten diagrams to find the value of .”
• “Piensen individualmente en qué se parecen y en qué son diferentes los diagramas. Después discutan sus ideas con su pareja” // “Think about what is the same or different on your own. Then discuss your ideas with your partner.”
• 1 minute: quiet think time
• 2–3 minutes: partner discussion

MLR2 Collect and Display

• Circulate, listen for, and collect the language students use to describe the diagrams and how the ten is decomposed. Listen for “break apart a ten,” “decompose,” “tens,” and “need more ones.”
• Record students’ words and phrases on a visual display and update it throughout the lesson.
• Share responses. Consider asking:
  • “¿Diego y Elena encontraron el mismo valor para ? ¿Cómo lo saben?” // “Did Diego and Elena find the same value for ? How do you know?”
  • “¿En qué son diferentes sus diagramas?” // “What is the difference between their diagrams?”  
• “Tyler encontró el valor usando ecuaciones. Diego dice que las ecuaciones de Tyler corresponden a su diagrama. Elena dice que las ecuaciones corresponden al diagrama de ella. ¿Con quién están de acuerdo?” // “Tyler found the value by using equations. Diego says Tyler’s equations match his diagram. Elena says the equations match her diagram. Who do you agree with?”
• 2 minutes: independent work time
• 4 minutes: partner discussion
• Monitor for students who agree with Diego, Elena, or both and can explain their reasoning with connections to the diagrams.

• Groups of 2
• Give each student a copy of the recording sheet and a set of the number cards.
• Demonstrate removing the cards that show 0 and 10 and setting them aside.
• “Vamos a aprender una nueva forma de jugar ‘Números objetivo’. Junto con su pareja van a empezar en 99. Va a ganar el que se acerque más al 0” // “We are going to learn a new way to play Target Numbers. You and your partner will start with 99 and race to see who can get as closest to 0.”
• “Primero, representen 99 con bloques en base diez. Cuando sea su turno, saquen una tarjeta. Decidan si quieren restar ese número de decenas o ese número de unidades. Después, muestren la resta usando sus bloques y escriban una ecuación en su hoja de registro” // “First, represent 99 with base-ten blocks. When it’s your turn, draw a card. Decide whether you want to subtract that many tens or that many ones. Then show the subtraction with your blocks and write an equation on your recording sheet.”
• “Jueguen por turnos sacando una tarjeta y restando hasta que hayan jugado 6 rondas o hasta que un jugador llegue a 0. Después de 6 rondas, gana el jugador que quede más cerca de 0” // “Take turns drawing a card and subtracting until you play 6 rounds or one player reaches 0. After 6 rounds, whoever is closest to 0 is the winner.”
• As needed, demonstrate a round with a student volunteer.

• 10–15 minutes: partner work
• Monitor for examples when students pick cards that require them to decompose a ten to subtract by place.