The purpose of this activity is for students to fluently add and subtract within 5. Students look at the expression on their card and move quickly to the corner that is labeled with the correct answer. There are 16 expression cards included in the blackline master.

• Display the expression .
• “Noah vio esta expresión y fue a la esquina que estaba marcada con un 4. ¿Lo hizo bien? ¿Cómo lo saben?” // “Noah saw this expression and went to the corner labeled 4. Was he correct? How do you know?” (No, because this is 3 take away 1 and that is 2.)
• “¿Por qué piensan que él fue a la esquina que estaba marcada con un 4?” // “Why do you think he went to the corner labeled 4?” (He might have thought it was instead of .)

The purpose of this activity is for students to compare totals or differences of expressions. Students may add or subtract to find the value or they may decide which expression is greater, based on reasoning about operations or the number sequence (MP7). For example, students know that 4+1 is greater than 4−3 because one expression is adding to 4 and the other is taking away from 4. As a variation, the student whose card has an expression with a lesser value takes both cards.

• Display cards with and .
• “Cuéntenle algo a su compañero sobre estas expresiones usando las palabras ‘menos’ o ‘el mismo número que’” // “Tell your partner about these expressions, using ‘less’ or ‘the same number as.’” ( is the same number as . Both are 2.)

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from five centers introduced in previous units. Students can choose to work at any previously introduced stage of these centers:

• 5-Frames
• Roll and Add
• Bingo
• Geoblocks
• Find the Value of Expressions

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

• “Cuéntenle a su compañero sobre alguna vez en la que hayan usado una herramienta matemática como ayuda en los centros. ¿Cómo les ayudó la herramienta?” // “Tell your partner about a time when you used a math tool to help you during centers. How did the tool help you?”