The purpose of this How Many Do You See? is to allow students to use subitizing or grouping strategies to describe the images they see.
Record the ways students see the blocks, using equations. For example, if a student said they saw the first image as 2 hundreds, then 5 tens, and then the 4 ones, record this as . If a student said they saw the image as 2 hundreds, 3 tens and 2 tens, and then 4 ones, record this as .
Launch
Groups of 2
“¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses using equations. (For example, I saw 234 and 2 tens more. )
Repeat for each image.
¿Cuántos ves? ¿Cómo lo sabes?, ¿qué ves?
Student Response
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Advancing Student Thinking
Activity Synthesis
“¿Cómo les ayudaron los grupos a saber los valores de los bloques?” // “How did the groups help you to know the values of the blocks?” (We described seeing the same kinds of blocks together. People saw hundreds with hundreds, tens with tens, and ones with ones.)
Activity 1
Standards Alignment
Building On
Addressing
2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
The purpose of this activity is for students to learn Stage 7 of the Five in a Row: Addition and Subtraction center. Students add within 1,000, without composing tens or hundreds. One student 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. Their partner 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 five counters in a row or the board is filled.
The gameboards will be used again in future lessons. Consider copying on cardstock or laminating for future use.
Launch
Groups of 2
Give each group two paper clips, counters, and a gameboard.
“Vamos a conocer una nueva etapa del centro ‘Cinco en línea’” // “We are going to learn a new stage in the Five in a Row center.”
“Juguemos una ronda juntos. Todos pueden ser mi pareja” // “Let’s play one round together. You all can be my partner.”
“Voy a poner un clip sobre un número en el recuadro gris de arriba y otro sobre un número en el recuadro gris de abajo. Vamos a sumar los números y a poner una ficha en la suma. ¿Cuál es la suma?” // “I’ll put a paper clip on one number in the top gray row and one number in the bottom gray row. We’ll add the numbers together and put a counter on the sum. What is the sum?”
1 minute: quiet think time
Share responses and demonstrate covering the sum on the gameboard, with a counter.
“Después, el siguiente jugador mueve uno de los clips, suma los números y pone una ficha en la suma. Si su suma ya está cubierta, muevan el mismo clip a un número distinto” // “Then the next player moves one of the paper clips, adds the numbers, and puts a counter on the sum. If you find a sum that is already covered, move the same paper clip to a different number.”
“Antes de comenzar, ustedes y su pareja deben decidir quién va a usar el lado rojo de las fichas y quién va a usar el lado amarillo. Tomen turnos hasta que alguien consiga 5 en línea o el tablero esté lleno. Recuerden que las fichas pueden estar en una fila horizontal, vertical o 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. Take turns until someone gets 5 in a row or the board is filled. Remember, the counters can be in a row across, up and down, or diagonal”
Activity
15 minutes: partner work time
None
Student Response
Activity Synthesis
“¿Qué estrategias usaron para sumar los números?” // “What strategies did you use to add the numbers?”
“¿Qué estrategias inventaron para escoger en qué número poner sus clips?” // “What strategies did you come up with for picking your paper clip number?”
The purpose of this activity is for students to choose from activities that focus on place value and addition with three-digit numbers.
Students choose from any stage of previously introduced centers.
Five in a Row: Addition and Subtraction
Get Your Numbers in Order
Mystery Number
The Greatest of Them All
Launch
“Ahora van a escoger centros de los que ya conocemos. Una de las opciones es seguir jugando ‘Cinco en línea’” // “Now you will choose from centers we have already learned. One of the choices is to continue with Five in a Row.”
Display the center choices in the student book.
“Piensen qué les gustaría hacer primero” // “Think about what you would like 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.
Cinco en línea (suma y resta)
Ordena tus números
El número secreto
El más grande de todos
Student Response
None
Advancing Student Thinking
Activity Synthesis
“¿Qué les gustó de las actividades en las que trabajaron hoy?” // “What did you like about the activities you worked on today?”
Lesson Synthesis
“Hoy sumamos números hasta 1,000. Cuéntenle a su compañero una cosa que sepan sobre sumar números” // “Today we added numbers within 1,000. Tell your partner one thing you know about adding numbers.”
Standards Alignment
Building On
2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.