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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Add 0 and 1 Mat

To Gather

Connecting cubes or counters

Activity Narrative

The purpose of this activity is to find the value of addition expressions with and . Students may connect adding 1 to getting the next number in the counting sequence and will likely observe that adding 0 does not change the number (MP7). These connections will be highlighted in the next activity.

Launch

Groups of 2
Display a tower of 3 connecting cubes:

“Mai tiene una torre de 3 cubos. Mai quiere agregarle 0 cubos a la torre. ¿Qué debe hacer Mai?” // “Mai has a tower with 3 cubes. Mai wants to add 0 cubes to the tower. What should Mai do?” (Nothing. When you add 0, you don’t add anything.)
30 seconds: quiet think time
Share responses.
Give each group of students a copy of the blackline master and a connecting cube. Give students access to connecting cubes and two-color counters.
“Tomen turnos con su compañero. Lancen el cubo para saber si necesitan sumar 0 o 1. Completen la expresión” // “Take turns with your partner. Roll the cube to figure out if you need to add 0 or 1. Fill in the expression.”
“Encuentren el valor de la expresión y escriban el número sobre la línea. Si les ayuda, usen objetos o dibujos” // “Find the value of the expression and write the number on the line. You can use objects or drawings if they are helpful.”

Activity

5 minutes: partner work time

Activity Synthesis

“En la siguiente actividad, vamos a mirar las expresiones que escribió un grupo para ver si podemos reconocer algunos patrones” // “In the next activity we will look at the expressions that one group wrote to see if we can notice any patterns.”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to notice the pattern that when 0 is added to a number, the number stays the same and the pattern that when 1 is added to a number, the total is the next number in the count sequence, or 1 more (MP7).

MLR2 Collect and Display. Collect the language students use to describe what they notice about the value of the expressions when 0 and 1 are added. Display phrases such as: “Cuando sumamos 0, el total es el mismo número con el que empezamos porque nada se agregó” // “When we add 0, the total is the same number that we started with, because nothing was added.” During the Activity Synthesis, invite students to borrow language from the display as needed.
Advances: Conversing, Reading

Representation: Internalize Comprehension. Synthesis: Some students may benefit from reiterating the patterns of adding zero and adding one. Make a connection between the two patterns students should notice. For example, “Cuando suman cero a cualquier número, obtienen el mismo número porque sumar cero es agregar nada” // “When you add zero to any number you get the same number because adding zero is adding nothing”, “Cuando le suman uno a cualquier número, el total es el siguiente número de la secuencia de conteo, o en otras palabras, uno más” // “When you add one to any number the total is the next number in the count sequence, or one more.”
Supports accessibility for: Conceptual Processing, Organization

Launch

Groups of 2
Display student book.
“Diego y Mai escribieron sus expresiones de suma y los valores de las expresiones en esta página. ¿Qué observan? ¿Qué se preguntan?” // “Diego and Mai recorded their addition expressions and their values on this page. What do you notice? What do you wonder?” (They always added 1 or 0. Sometimes the first and last number are the same.)
30 seconds: quiet think time
1 minute: partner discussion
Share and record responses.

Activity

“¿Cuáles expresiones muestran que sumaron 0?” // “Which expressions show that 0 were added?” (, , and )
30 seconds: quiet think time
Share responses. Highlight or circle the expressions that show .
“Cuando jugaron el juego, ¿qué hicieron cuando tenían que sumar 0?” // “When you played the game, what did you do when you had to add 0?” (Nothing. Zero means none, so none were added.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“¿Qué observan en el valor de las expresiones cuando suman 0?” // “What do you notice about the value of the expressions when 0 are added?” (It stays the same.)
1 minute: quiet think time
1 minute: partner discussion
Share responses.
“Cuando sumamos 0, el total es el mismo número con el que empezamos porque nada se agregó” // “When we add 0, the total is the same number that we started with, because nothing was added.”
Repeat the steps above with .

Activity Synthesis

“¿ es cuánto?” // “ is how many?” ( is 3.)
“¿ es cuánto?” // “ is how many?” ( is 2.)
“¿Cómo saben que es 2?” // “How do you know that is 2?” (Because we didn’t add any more, so the 2 stayed the same.)
Repeat with .

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Find the Value of Expressions Stage 1 Cards

Find the Value of Expressions Stage 1 Recording Sheet

To Gather

Connecting cubes or two-color counters Materials from previous centers

Activity Narrative

The purpose of this activity is for students to learn Stage 1 of the Find the Value of Expressions center. Students take turns choosing an expression card and finding the value of the expression. Students may use their fingers, connecting cubes, two-color counters, or draw a picture to find the value of the expression. After they participate in the center, students choose any previously introduced stage from these centers:

Roll and Add
Shake and Spill
Number Race
Math Stories

Launch

Groups of 2
Give each group of students a set of cards and access to connecting cubes or two-color counters. Give each student a recording sheet.
“Vamos a conocer un centro llamado ‘Encuentra el valor de expresiones’. Un compañero va a escoger una tarjeta de expresión. El otro compañero va a encontrar el valor de la expresión. Cuando estén de acuerdo, coloreen el número en la hoja de registro. Tomen turnos para escoger una tarjeta de expresión” // “We are going to learn a center called Find the Value of Expressions. One partner will choose an expression card. The other partner will find the value of the expression. When you agree, color in the number on the recording sheet. Take turns choosing an expression card.”

Activity

8 minutes: partner work time
“Ahora pueden escoger otro centro. También pueden seguir jugando ‘Encuentra el valor de expresiones’” // “Now you can choose another center. You can also continue playing Find the Value of Expressions.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
10 minutes: center work time
If time, invite students to choose another center.

Escoge un centro.

Encuentra el valor de
expresiones

Center activity. Find the Value of Expressions.

Lanza y suma

Revuelve y saca

Historias matemáticas

Carrera con números

Activity Synthesis

Write the number 4.
“Elena coloreó el número 4. ¿Qué expresión piensan que estaba en su tarjeta?” // “Elena colored in the number 4. What expression do you think was on her card?” (, , )

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Settings

Language

Audience

Assessment Access

Lesson 17

Sumemos 0 y 1

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

K.CC.B.4.c

K.OA.A.1

Building Toward

K.OA.A.5

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

K.CC.B.4.c

K.OA.A.1

Building Toward

K.OA.A.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 3

Standards Alignment

Building On

Addressing

K.CC.A.3

K.OA.A.1

K.OA.A.2

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Student Section Summary

Standards Alignment

Building On

Addressing

K.CC.B.4.c

Building Toward

Student Response

Advancing Student Thinking

Student Response

Advancing Student Thinking

Student Response

Advancing Student Thinking