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Activity 1

15 mins

Clasificación de tarjetas: Clasifiquemos y encontremos el valor

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Card Sort

Materials

To Copy (from Blackline Masters)

Card Sort Sort and Find the Value Cards

To Gather

Base-ten blocks

Activity Narrative

The purpose of this activity is for students to match expressions to base-ten diagrams. Students then choose 2 of the expressions to find the value of, using any method that makes sense to them. Some of the expressions do not require composing or decomposing a ten. A matching task gives students opportunities to analyze expressions and diagrams closely to look for and make sense of structure (MP7).

MLR8 Discussion Supports. Students should take turns finding a match and explaining their reasoning to their partner. Display the following sentence frame for all to see: “Observé _____, entonces emparejé . . .” // “I noticed _____, so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances: Conversing, Representing

Launch

Groups of 2–3
Give each group a set of cards.
Give each group access to base-ten blocks.

Activity

“Estas tarjetas tienen expresiones y diagramas. Emparejen cada expresión con un diagrama. Con su compañero, expliquen cómo razonaron” // “This set of cards includes expressions and diagrams. Match each expression to a diagram. Work with your partner to explain your reasoning.”
“Cuando hayan encontrado todas las parejas, escojan 1 expresión de suma y 1 expresión de resta. Encuentren el valor de cada expresión de una forma que tenga sentido para ustedes” // “After you have found all of the matches, choose 1 addition and 1 subtraction expression. Find the value of each expression in a way that makes sense to you.”
10 minutes: partner work time
Monitor for students who choose expressions that do not involve composing or decomposing a ten.

Student Task Statement

Tu profesor te va a dar varias tarjetas que muestran expresiones y diagramas.

Empareja cada expresión con un diagrama. Prepárate para explicar tu razonamiento.
Escoge una expresión de suma. Encuentra el valor de la suma.
Escoge una expresión de resta. Encuentra el valor de la diferencia.

Student Response

to access Student Response.

Activity Synthesis

Invite previously selected students to share how they chose expressions to solve.
Consider asking:
- “¿Qué expresiones escogieron para resolver? ¿Por qué?” // “Which expressions did you choose to solve? Why?” (I chose because it was easy for me. I knew that I could just add the ones and then add the tens.)
- “¿Cómo pueden saber si necesitan componer o descomponer una decena?” // “How could you tell if you would need to compose or decompose a ten?” (I could see that , so I knew I wouldn’t need to compose a ten.)

Activity 2

20 mins

Sumemos o restemos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR7 Compare and Connect

Materials

To Gather

Base-ten blocks

Activity Narrative

The purpose of this activity is for students to add and subtract within 100 using the methods that make sense to them. Throughout the activity, students share their methods for adding and subtracting and compare their methods with others (MP3).

This activity uses MLR7 Compare and Connect. Advances: representing, conversing

Representation: Internalize Comprehension. Synthesis: Invite students to identify which details were most important to solve the problem. Display this sentence frame: “La próxima vez que tenga que encontrar el valor de una expresión, voy a prestar atención a . . .” // “The next time I need to find the value of an expression, I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing, Memory, Language

Launch

Groups of 2–3
Give each group access to base-ten blocks.

Activity

“Encuentren el valor de cada expresión. Muestren cómo pensaron. Usen dibujos, números o palabras” // “Find the value of each expression. Show your thinking using drawings, numbers, or words.”
“Si les ayuda, pueden usar bloques en base diez. Asegúrense de escribir cómo pensaron” // “You can use the base-ten blocks if they help. Make sure you show your thinking on paper.”
5 minutes: independent work time

MLR7 Compare and Connect

“Ahora discutan en su grupo qué métodos usaron para encontrar el valor de las expresiones. ¿En qué se parecen? ¿En qué son diferentes?” // “Now, talk with your group about how you found the value of the expressions. What is the same? What is different?”
“Hagan una presentación visual que muestre lo que pensaron sobre una de las expresiones. Muestren lo que cada miembro del grupo hizo para la misma expresión. Así, los demás podrán buscar cosas que se parezcan o sean diferentes. Incluyan notas, diagramas, dibujos u otros detalles para ayudar a los demás a entender cómo pensaron” // “Create a visual display that shows your thinking about 1 of the expressions. Show the work of all of the group members for the same expression so others can look for things that are the same or different. You may want to include notes, diagrams, drawings, or other details to help others understand your thinking.”
5 minutes: partner discussion

Student Task Statement

Encuentra el valor de cada expresión. Muestra cómo pensaste. Usa objetos, dibujos, números o palabras.

Activity Synthesis

5–7 minutes: Gallery Walk
“¿En qué se parecen la manera como _____ encontró el valor y la manera como _____ lo encontró?” // “What was the same about how _____ found the value and _____ found the value?” (In the first problem, _____ and _____ both added the ones and added the tens and then combined the two sums. , , )
“¿En qué son diferentes la manera como _____ representó cómo pensó y la manera como _____ lo representó?” // “What is different about how _____ represented their thinking and ______ represented theirs?” ( _____ used a diagram and crossed out the ones and then decomposed a ten. Then _____ crossed out the rest of the ones and the tens. _____ wrote equations to show each step.)

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Settings

Language

Audience

Assessment Access

Lesson 9

Sumemos y restemos hasta 100

Warm-up

Cuáles tres van juntos: Decenas y unidades

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Clasificación de tarjetas: Clasifiquemos y encontremos el valor

Standards Alignment

Building On

Addressing

2.NBT.B.5

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Activity 2

Sumemos o restemos

Standards Alignment

Building On

Addressing

2.NBT.B.5

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

Building On

Addressing

Building Toward

2.NBT.B.5

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?