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Activity 1

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

How Close Stage 5? Recording Sheet, Spanish

Number Cards 0–10

Rectangle Rumble Stage 3 Gameboard Spanish

Rectangle Rumble Stage 3 Spinners, Spanish

Activity Narrative

The purpose of this activity is for students to learn Stage 3 of the Rectangle Rumble center and Stage 5 of the How Close? center to practice multiplying within 100. These are centers that previously were suggested, so if one of them has been used before, only introduce the center that is new to students. If both centers are familiar to students, consider giving them Center Choice Time or choosing one or more centers for students to play.

MLR7 Compare and Connect. Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask students: “¿Alguien resolvió el problema de la misma manera, pero lo explicaría de otra forma?” // “Did anyone solve the problem the same way, but would explain it differently?” “¿Qué tuvieron en común las estrategias? ¿En qué fueron diferentes?” // “What did the strategies have in common?” and “How were they different?”
Advances: Representing, Conversing

Launch

Groups of 2

Activity

“Vamos a aprender a jugar ‘Fiesta de rectángulos’. Tómense un minuto para leer las instrucciones de ‘Fiesta de rectángulos’” // “We are going to learn how to play Rectangle Rumble. Take a minute and read the directions for Rectangle Rumble.”
1 minute: independent work time
Display a gameboard.
5–7 minutes: Play 2 or 3 rounds of Rectangle Rumble, Stage 3 against the class.
Explain that once the grid can’t fit any more rectangles, the player with the greater number of square units filled in wins the game.
“Ahora vamos a aprender a jugar ‘¿Qué tan cerca?’. Tómense un minuto para leer las instrucciones de ‘¿Qué tan cerca?’” // “Now we are going to learn how to play How Close? Take a minute and read the directions for How Close?”
1 minute: independent work time
Display the How Close? Stage 5 recording sheet.
5–7 minutes: Play 2 or 3 rounds of Stage 5 of How Close? against the class.
Explain to students that after their recording sheet is full, they should add their score for each round and the player with the lower score wins.
Answer any questions students have about how to play the games.

Instrucciones de “Fiesta de rectángulos”:

Cada compañero escoge un color diferente para escribir.
Cuando sea tu turno:
- Gira la ruleta y lanza un dado numérico. Los 2 números que saques van a ser tus 2 factores.
- Colorea un área rectangular para representar el producto de tus 2 factores.
- Si tu producto no cabe en el tablero de juego, lanza el dado y gira la ruleta de nuevo.
- Hagan esto por turnos hasta que no quepan más rectángulos en la cuadrícula.
Encuentra el área total que coloreaste. El compañero que tenga el área total mayor gana.

Instrucciones de “¿Qué tan cerca?”:

Saquen las tarjetas que muestran 10 y déjenlas aparte.
Cuando sea tu turno:
- Toma 4 tarjetas.
- Escoge 2 tarjetas para multiplicar.
- Escribe una ecuación que muestre el producto de los números que escogiste.
- Tu puntaje en cada ronda es la diferencia entre tu producto y 100.
Tomen más tarjetas para completar 4 tarjetas y empezar la siguiente ronda.
Al final del juego, cada uno suma los puntajes que obtuvo en todas las rondas. Gana el jugador que tenga el menor puntaje.

Activity Synthesis

“¿Qué estrategias pudieron practicar en estos centros?” // “What strategies were you able to practice in these centers?” (I was able to use multiplication facts I know, to figure out facts that I’m still working on. I was able to practice some of the multiplication facts that I still need to work on.)

Activity 2

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Gather

Materials from previous centers

Activity Narrative

In this activity, students practice multiplying within 100 by playing a game of their choice. The game options are from previously introduced centers:

Compare, Stage 3: Multiply within 100
How Close, Stage 5: Multiply to 100
Rectangle Rumble, Stage 3: Factors 1–10

If students had Center Choice Time in the last activity, consider having students design their own multiplication game with the materials used in the centers. Students could also use additional materials, such as number cubes, grid paper, and index cards, if they are available.

Engagement: Provide Access by Recruiting Interest. Use visible timers or audible alerts to help learners anticipate and prepare to transition between activities.
Supports accessibility for: Social-Emotional Functioning, Organization

Launch

“Ahora vamos a jugar algunos juegos para practicar la multiplicación” // “Now we are going to play games to practice multiplication.”
Display the center choices and ask students to consider what they'd like to do.

Activity

Invite students to work at the center of their choice.
12–15 minutes: center work time

Escoge un centro para practicar la multiplicación hasta 100.

“Compara: Multiplica hasta 100”: decide cuál expresión tiene el mayor valor.
“¿Qué tan cerca?: Multiplica para obtener 100”: escoge 2 o 3 números que cuando los multipliques obtengas el producto más cercano a 100.
“Fiesta de rectángulos: Factores del 1 al 10”: multiplica números para crear áreas rectangulares y llenar una cuadrícula con más cuadrados.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“¿Qué les gustó del juego que jugaron?” // “What did you enjoy about the game you played?” (Thinking about which numbers to multiply to get close to 100 without going over. Competing against my partner.)

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Lesson 9

Día de juegos de multiplicación

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

3.MD.C.7

3.OA.B.5

Instructional Routines

Materials

To Copy (from Blackline Masters)

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

3.OA.C.7

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

3.OA.C.7

Building Toward

Student Response

Advancing Student Thinking

3.OA.C.7

Building Toward

Building Toward