The purpose of this activity is for students to solve Add To, Result Unknown story problems. In the Activity Synthesis, students determine which drawing shows what happens in the story problem (MP2). 

• “¿Puedes usar tus fichas para contarme lo que ocurrió en la historia?” // “Can you use your counters to tell me what happened in the story?”
• “¿Había 3 tajadas de manzana en el pícnic. ¿Cuáles fichas muestran las 3 tajadas de manzana que había en el pícnic? ¿Cuáles fichas muestran las 5 tajadas de manzana adicionales que el papá de Tyler trajo al pícnic?” // “There were 3 apple slices at the picnic. Which counters show the 3 apple slices that were at the picnic? Which counters show the 5 more apple slices that Tyler’s dad brought to the picnic?”

• Draw and display 5 apple slices.

  

• Draw and display 3 circles and 5 circles.

  

• “¿Cuál dibujo muestra lo que ocurre en la historia? ¿Cómo lo saben?” // “Which drawing shows what happens in the story? How do you know?” (The circles show what happened in the story. First, there were 3 apple slices and then Tyler's dad brought 5 more apple slices.)
• “Había 3 tajadas de manzana en el pícnic. Luego, el papá de Tyler trajo 5 tajadas de manzana más al pícnic. 3 tajadas de manzana y 5 tajadas de manzana es 8 tajadas de manzana. Podemos escribir eso como ‘3 y 5’ o ‘’” // “There were 3 apple slices at the picnic. Then Tyler's dad brought 5 more apple slices to the picnic. 3 apple slices and 5 apple slices is 8 apple slices. We can write that as ‘3 and 5’ or ‘’.”

The purpose of this activity is for students to compare two drawings that represent the story problem in the previous activity. Students notice that it can be easier to see how an organized representation connects to the story problem (MP6).

• Display both representations.
• “¿En qué se parecen los dibujos de Andre y Noah?” // “What is the same about Andre and Noah’s drawings?” (They both show 8 circles. They both show 3 apple slices and 5 more apple slices.)
• “¿En qué son diferentes los dibujos de Andre y Noah?” // “What is different about Andre and Noah’s drawings?” (Andre’s circles are messy. Noah’s are in a line. It’s easier to see the 3 apple slices and the 5 apple slices in Noah’s drawing. Noah’s drawing is easier to count.)

The purpose of this activity is to introduce students to Stage 3 of the Bingo center. Students roll 2 cubes onto a mat and determine the total number of dots. Students place a counter on any square from their gameboard that show the same total.

Students choose any previously introduced stage from these centers:

• Math Fingers
• Math Stories
• Subtraction Towers
• 5-Frames
• Counting Collections

• “¿Qué materiales necesitan para jugar Bingo? ¿Dónde pueden encontrar los materiales? ¿Dónde ponen los materiales cuando terminan de jugar?” // “What materials do you need to play Bingo? Where can you find the materials? When you are finished playing, where do you put the materials?”