• Groups of 2
• Give students access to index cards.

• “Encuentren mentalmente el valor de cada suma” // “Find the value of each sum mentally.”
• 2 minutes: independent work time
• “Marquen cualquier suma que no hayan podido recordar inmediatamente” // “Circle any sums that you did not remember right away.”
• Share answers. Prompt students to also circle any sums that they did not find correctly.
• “Escriban en varias tarjetas las expresiones que hayan marcado. En un lado escriban la expresión y en el otro el valor de la expresión. Luego, pueden usar las tarjetas para practicar estas sumas” // “Write each expression that you circled on one side of an index card. Write the value of the expression on the other side. Then you can use the cards to practice these sums.”
• “Si no marcaron ninguna expresión, hagan tarjetas para algunas de las expresiones más complicadas de recordar. Hagan tarjetas para esas sumas y piensen en los métodos que usan para recordarlas rápidamente. Prepárense para compartir sus ideas” // “If you did not circle any expressions, make cards for some of the expressions that are the trickiest to remember. Make cards for these sums and think about what methods you use to remember these sums quickly. Be prepared to share.”
• 6 minutes: independent work time
• Monitor for the sums that several students identify as a sum they need to work on.
• “Compartan con su compañero lo que pensaron” // “Share your thinking with your partner.”
• 2 minutes: partner discussion

• Groups of 2
• Give each group the spinners and a paper clip.
• “Juguemos un juego para practicar nuestros hechos de suma y de resta” // “Let’s play a game to practice our addition and subtraction facts.”
• “Giren la primera ruleta para obtener su total. Giren la segunda ruleta para obtener un sumando” // “Spin the first spinner to get your total. Spin the second spinner to get one addend.”
• Demonstrate spinning both spinners and naming your total and first addend.
• “Ambos jugadores encuentran mentalmente el sumando desconocido” // “Both players mentally find the missing addend.”
• Think aloud, finding the missing addend.
• “Compartan con su compañero cómo pensaron. Si ambos están de acuerdo en cuál es el sumando desconocido, escriban y compartan ecuaciones que muestren cómo encontraron el número desconocido” // “Share your thinking with your partner. If you both agree on the missing addend, write and share equations that show how you found the missing number.”

MLR8 Discussion Supports

• Display sentence frames to support small-group discussion:
  • “Estoy de acuerdo porque . . .” // “I agree because . . . .”
  • “Estoy en desacuerdo porque . . .” // “I disagree because . . . .”
• Demonstrate writing an equation that best matches the method you used to find the missing addend.

• 10 minutes: partner work time
• Monitor for students who:
  • Decompose to get to a ten.
  • Use known addition or subtraction facts.
  • Make equivalent but easier sums.