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

• “Find the value of each sum mentally.”
• 2 minutes: independent work time
• “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.
• “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.”
• “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.
• “Share your thinking with your partner.”
• 2 minutes: partner discussion

• Groups of 2
• Give each group the spinners and a paper clip.
• “Let’s play a game to practice our addition and subtraction facts.”
• “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.
• “Both players mentally find the missing addend.”
• Think aloud, finding the missing addend.
• “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:
  • “I agree because . . . .”
  • “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.