SPANISH STUDENT ACTIVITIES: GRADE 1

Transcription

1 SPANISH STUDENT ACTIVITIES: GRADE 1

2 Recite Numbers Recitar números Activity 1: Counting Around the Circle Prompt students to form a circle(s) facing in toward each other. Select a counting sequence to be practiced, such as counting to 10 by ones. Prompt a student to start counting around the circle one by one until the last number is reached. When the last number is reached, all students in the circle clap and the student who recited the last number sits down. The next student starts the counting sequence over again, starting at one, until another student reaches the number at the end of the sequence. Everyone claps and that student also sits down. Continue repeating the sequence until only one student is left standing and the rest are seated. Repeat the process by skip counting to 100 using multiples of 10. Activity 2: Dance It Out Prompt students to find a space away from their desk, tables, and/or other furniture and face the front of the classroom. Inform students they are going to dance it out to 10. Model and practice the moves with students. 1 right hand on top of head 2 left hand on top of head 3 right hand on right shoulder 4 left hand on left shoulder 5 right hand on right hip 6 left hand on left hip 7 right hand on right knee 8 left hand on left knee 9 right hand touching right foot 10 left hand touching left foot Stand up and turn 90 degrees to your left. Begin the dance sequence and repeat until students are facing the front of the room. Repeat the dance by starting at 28 and counting to 67. Each number will have a corresponding body movement. Keep counting forward until students are facing the front of the room, with the dance ending at 67. Activity 3: Blast Off Prompt students to find a space away from their desk, tables, and/or other furniture. Select a counting sequence, such as reciting numbers backward by ones starting at 10. Inform students they are going to recite numbers backward from 10 to one. Each time they recite a number, students will squat down until they reach one. Inform students that they are going to blast off (jump up from squatting position) when they reach one. Prompt students to begin reciting numbers backward starting at 10 and blast off when they reach one. Prompt students to squat to the ground. Inform students they are going to count forward starting at one, slowly moving up to a standing position to blast off at 10. When they reach 10 they will blast off (jump up). Prompt students to begin reciting numbers forward starting at one and blast off when they reach 10. Repeat the process by reciting numbers backward and forward from 50 to zero and from zero to 50 by multiples of five. Look/listen for: Students making easy transitions between decades (multiples of 10) Students counting forward or backward without long pauses

3 Count Objects Using Skip Counting and Counting On Contar objetos saltando números (de diez en diez) y contando de uno en uno Materials: Wikki Stix 11 per pair of students Laminated folder (optional) Counters Grouping: Partners 1. Prompt each pair of students to use their Wikki Stix to create 10 circles and one rectangle on a laminated folder or table. 2. Prompt students to grab a large number of counters. 3. Prompt students to work together to place 10 counters inside each circle. Leftover counters that do not make a group of 10 should be placed inside the rectangle. 4. Prompt students to determine the total number of counters by skip counting by tens and pointing to each circle containing 10 counters and then counting on by ones to count the counters in the rectangle. Questions: How many groups of tens (fives or twos) do you have? How many singles in the rectangle do you have? Cuántos grupos de diez (de cinco o de dos) tienes? Cuántos sencillos tienes en el rectángulo? What number will you say when pointing to the first circle? Why? Second circle? Why? Qué número vas a decir cuando apuntes al primer círculo? Por qué? Al segundo círculo? Por qué? Why can t you skip count by another 10 for the counters in the rectangle? Por qué no puedes contar otra vez de diez en diez para los objetos en el rectángulo? If we counted the counters by ones, what would be the total number of counters in the set? Si contáramos los objetos de uno en uno, cuál sería el número total de objetos en el conjunto? Look/listen for: Students correctly skip counting and counting on to determine the total number of counters 5. Prompt students to repeat the process with groups of five to practice skip counting by fives and counting on to determine the total number of counters. 6. Prompt students to repeat the process with groups of two to practice skip counting by twos and counting on to determine the total number of counters.

4 Whole Number Concepts: Conceptos de número entero Generating Numbers Generando números Activity 1: Generate a Set Using Objects Kindergarten Materials: Number Cards: Set A Kindergarten Tarjetas de números: Conjunto A Kindergarten More Than and Less Than Mat Tapete de más que y menos que Counters 1. Prompt students to select one Number Card Tarjeta de número and place the card in the number column of the More Than and Less Than Mat. Tapete de más que y menos que 2. Prompt students to use counters to represent the number shown on the card and place the counters in the number column. What number is represented by your counters? Qué número está representado por tus objetos para contar? 3. Prompt students to use counters to generate a set that is less than the number and a set that is more than the number. Place the counters in the appropriate column. Questions: How did you generate a set that was less than your number? Cómo generaste un conjunto menor que tu número? How did you generate a set that was more than your number? Cómo generaste un conjunto mayor que tu número? Look/listen for: Using objects to count out a number that is more or less than another number, excluding building onto an existing set for a given number Appropriate methods to use objects as tools, including building a number, counting on, or taking one away, that provide indications that a student is transitioning away from solely counting to comparing two numbers 4. Prompt students to use words to describe the comparison of the two sets. Display or provide sentence stems. is less than es menos que. is more than es más que. Extension: Pictorial models such as Five Frame, Ten Frame, or Double Ten Frame cards may be used instead of counters. Marco de cinco, Marco de diez, o Marco de diez doble

5 Number Cards: Set A Kindergarten Tarjetas de número: Conjunto A Kindergarten Two sets of cards are provided

6 More Than and Less Than Más que y menos que Less Than Menos que Number Número More Than Más que

7 Activity 1: Generate a Set Using Objects Grade 1 Materials: Number Cards: Set A Grade 1 Tarjetas de números: Conjunto A Primer grado More Than and Less Than Mat Tapete de más que y menos que Counters (linking cubes or base-10 blocks) 1. Prompt students to select one Number Card Tarjeta de número and place the card in the number column of the More Than and Less Than Mat. Tapete de más que y menos que 2. Prompt students to use counters to represent the number shown on the card and place the counters in the number column. What number is represented by your counters? Qué número está representado por los objetos para contar? 3. Prompt students to use counters to generate a set that is less than the number and a set that is more than the number. Place the counters in the appropriate column. Questions: How did you generate a set that was less than your number? Cómo generaste un conjunto menor que tu número? How did you generate a set that was more than your number? Cómo generaste un conjunto mayor que tu número? Look/listen for: Appropriate methods to use objects as tools, including building the number to be compared while counting on or taking one away in order to make a comparison between two numbers 4. Prompt students to use words to describe the comparison of the two sets. Display or provide sentence stems. is less than. is more than. Extension: Number Cards Tarjetas de número may be used by selecting one Number Card Tarjeta de número and then identifying a number that is less than or more than a given number.

8 Number Cards: Set A Grade 1 Tarjetas de número: Conjunto A Primer grado Two sets of cards are provided

9 More Than and Less Than Más que y menos que Less Than Menos que Number Número More Than Más que

10 Activity 2: More or Less Problems Kindergarten Materials: 20 Counters 1. Share the following situation with students. Ethan has six gumballs. Make a set of gumballs that is more than Ethan s set of gumballs. Ethan tiene seis chicles. Haz un conjunto de chicles que sea mayor que el conjunto de chicles de Ethan. 2. Prompt students to use counters to generate a set that is more than Ethan s set of gumballs. Questions: What number did you make or represent? Qué número formaste o representaste? How did you determine that your set is more than six? Cómo sabes que tu conjunto es mayor que seis? Look/listen for: Numbers greater than six Models to justify thinking Understanding of relative magnitude of numbers 3. Prompt students to use words to describe the comparison of their set to Ethan s set. Display or provide sentence stems. 6 is less than es menos que. is more than es más que Share the following situation with students. Kaylee has 15 stickers. Create a set of stickers that is less than Kaylee s set of stickers. Kaylee tiene 15 calcomanías. Crea un conjunto de calcomanías que sea menor que el conjunto de calcomanías de Kaylee. 5. Prompt students to use counters to generate a set that is less than Kaylee s set of stickers. Questions: What number did you represent? Qué número representaste? How did you determine that your set is less than 15? Cómo encontraste que tu conjunto es menor qué 15? Look/listen for: Numbers less than 15 Models to justify thinking Understanding of relative magnitude of numbers 6. Prompt students to use words to describe the comparison of their set to Kaylee s set. Display or provide sentence stems. is less than es menos que is more than es más que.

11 Activity 2: More or Less Problems Grade 1 Materials: Counters (linking cubes or base-10 blocks) 1. Share the following situation with students. Ethan has 25 gumballs. Make a set of gumballs that is more than Ethan s set of gumballs. Ethan tiene 25 chicles. Forma un conjunto de chicles que sea más que el conjunto de chicles de Ethan. 2. Prompt students to use counters to generate a set that is more than Ethan s set of gumballs. Questions: What number did you make or represent? Qué número formaste o representaste? How did you determine that your set is more than 25? Cómo sabes que tu conjunto es más que 25? Look/listen for: Numbers greater than 25 Models to justify thinking Understanding of relative magnitude of numbers 3. Prompt students to use words to describe the comparison of their set to Ethan s set. Display or provide sentence stems. 25 is less than es menos que. is more than es más que Share the following situation with students. Kaylee has 32 stickers. Create a set of stickers that is less than Kaylee s set of stickers. Kaylee tiene 32 calcomanías. Crea un conjunto de calcomanías que sea menor que el conjunto de calcomanías de Kaylee. 5. Prompt students to use counters to generate a set that is less than Kaylee s set of stickers. Questions: What number did you represent? Qué número representaste? How did you determine that your set is less than 32? Cómo sabes que tu conjunto es menor que 32? Look/listen for: Numbers less than 32 Models to justify thinking Understanding of relative magnitude of numbers 6. Prompt students to use words to describe the comparison of their set to Kaylee s set. Display or provide sentence stems. is less than es menos que is more than es más que.

12 Activity 3: Generate One More or One Less Kindergarten Materials: Number Cards: Set B Kindergarten Tarjetas de números: Conjunto B Sticky notes 1. Arrange students in pairs. 2. Prompt students to select one Number Card. Tarjeta de número 3. Prompt each student to trade numbers with his or her partner. 4. Prompt students to determine a number that is one less than the number on their card. 5. Prompt students to record the number on a sticky note. 6. Prompt students to verify their answer with their partner. 7. Prompt students to determine a number that is one more than the number on their card. 8. Prompt students to record the number on a different sticky note. 9. Prompt students to use words to describe their numbers. Display or provide sentence stems. is one less than es uno menos que is one more than es uno menos que.. Questions: How did you determine the number that is one less than your number? Cómo encontraste el número que es uno menos que tu número? How did you determine the number that is one more than your number? Cómo encontraste el número que es uno mayor que tu número? Look/listen for: Appropriate methods to generate a number that is one more or one less Understanding of relative magnitude of numbers

13 Number Cards: Set B Kindergarten Tarjetas de números: Conjunto B - Kindergarten Two sets of cards are provided

14 Activity 3: Generate More or Less Grade 1 Materials: Number Cards: Set B Grade 1 Tarjetas de números: Conjunto B Primer grado Sticky notes 1. Arrange students in pairs. 2. Prompt students to select one Number Card. Tarjeta de número 3. Prompt each student to trade numbers with his or her partner. 4. Prompt students to determine a number that is less than the number on their card. 5. Prompt students to record the number on a sticky note. 6. Prompt students to verify their answer with their partner. 7. Prompt students to determine a number that is greater than the number on their card. 8. Prompt students to record the number on a different sticky note. 9. Prompt students to use words to describe their numbers. Display or provide sentence stems. is less than es menos que is greater than es mayor que.. Questions: How did you determine the number that is less than your number? Cómo encontraste el número menor que tu número? How did you determine the number that is greater than your number? Cómo encontraste el número mayor que tu número? Look/Listen for: Appropriate methods to generate a number that is greater than or less than another number Understanding of relative magnitude of numbers

15 Number Cards: Set B Grade 1 Tarjetas de número: Conjunto B Primer grado Two sets of cards are provided

16 Activity 4: Generate One More or One Less Problems Materials: Paper or sticky notes 1. Share the following situation with students. It took Ruben 14 minutes to walk around the track. What is one minute less than 14 minutes? Le tomó 14 minutos a Rubén caminar alrededor de la pista de carrera. Cuánto es un minuto menos que 14 minutos? 2. Prompt students to determine and record the number that is one less than 14. Questions: What number did you represent? Qué número representaste? How did you determine the number that is one less than 14? Cómo encontraste el número que es uno menos que 14? Look/listen for: Appropriate methods to generate a number that is one less than the given number Understanding of relative magnitude of number 3. Prompt students to use words to describe the relationship between the two numbers. Display or provide sentence stems. is one less than 14. es uno menos que Share the following situation with students: Landon has nine cookies. What is one more than nine cookies? Landon tiene nueve galletas. Cuánto es uno más que nueve galletas? 5. Prompt students to determine and record the number that is one more than nine. Questions: What number did you represent? Qué número representaste? How did you determine a number that is one more than nine cookies? Cómo encontraste el número que es uno más que 14? Look/listen for: Appropriate methods to generate a number that is one more than the given number Understanding of relative magnitude of numbers 6. Prompt students to use words to describe the relationship between the two numbers. Display or provide sentence stems. is one more than 9. es uno más que 9.

17 Activity 5: Make It Greater Materials: Make It Greater Hazlo mayor Number cubes 1. Prompt students to roll three number cubes. 2. Choose two of the numbers to create a two-digit number. 3. Record this number in the first box. 4. Roll the three number cubes again and use two of the numbers to create a number that is greater than the beginning number. 5. Continue until a greater number cannot be made with the number cubes or you reach the end of the line. Questions: How did you decide which two digits to use to create your original two-digit number? Cómo decidiste cuáles dos dígitos usar para crear tu número original de dos dígitos? How did you generate a number greater than the previous number? Cómo generaste un número mayor que el número anterior? Look/listen for: Appropriate methods to generate a number greater than a given number

18 Student Name: Nombre del estudiante Make It Greater Hazlo mayor Starting Principio Starting Principio Starting Principio

19 Whole Number Concepts: Conceptos de número entero Using Magnitude to Compare Numbers Usar magnitudes para comparar números Activity 1: Comparing Numbers Using a Beaded Number Line Materials: Comparing Numbers Using a Beaded Number Line Cards Comparando números usando tarjetas de recta numérica con cuentas Beaded number line 1. Arrange students in pairs. 2. Prompt students to choose one Comparing Numbers Using a Beaded Number Line Card. Comparando números usando tarjetas de recta numérica con cuentas 3. Prompt one partner to build the first number and the other partner to build the second number using the beaded number line. 4. Prompt partners to compare their numbers using the beaded number line. Questions: Which is the greater number? Which is the lesser number? Cuál es el número mayor? Cuál es el número menor? How many sets of ten were represented by each of your numbers? Cuántos conjuntos de diez fueron representados por cada uno de tus números? Which number had the greater number of tens? Qué número tenía la mayor cantidad de decenas? 5. Prompt students to complete the comparison statement by circling the appropriate phrase that makes each comparison statement true. Questions: How can you use the beaded number line to compare two numbers? Cómo puedes usar la recta numérica con cuentas para comparar los dos números? How can counting the number of sets of ten help you compare two numbers? Cómo el contar los conjuntos de diez te puede ayudar a comparar los dos números? Extensions: For the blank card, prompt each partner to choose his or her own number up to 120. Two beaded number lines may be joined to represent numbers greater than 100.

20 Comparing Numbers Using a Beaded Number Line Cards Comparando números usando tarjetas de recta numérica con cuentas Cut along dotted lines. is greater than es mayor que > is equal to 38 es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < is greater than es mayor que is equal to es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < is greater than es mayor que > is equal to es igual que = is less than es menor que < 68

21 Activity 2: Comparing Numbers Using the Number Path Materials: Number Path 1 10 Camino de números 1 10 Number Path per person Camino de números 1 20 Counters 1. Prompt students to place a counter on two different numbers on the Number Path Camino de números 1 10 For example: Questions: How can we describe the relationship between the two numbers? Cómo podemos describir la relación entre los dos números? is more than. es más que is less than. es menos que Which number is more than the other number? Qué número es mayor que el otro número? o How can you use the number paths to prove your answer? o Cómo puedes usar los caminos de números para probar tu respuesta? Which number is less than the other number? Qué número es menor que el otro número? o How can you use the number paths to prove your answer? o Cómo puedes usar los caminos de números para probar tu respuesta? 2. Compare the numbers and using the Number Path Camino de números 1 10 Questions: How can we describe the relationship between the two numbers? Cómo podemos describir la relación entre los dos números? is more than. es más que is less than. es menos que Which number is more than the other number? Qué número es mayor que el otro número? o How can you use the number path to prove your answer? o Cómo puedes usar los caminos de números para probar tu respuesta? Which number is less than the other number? Qué número es menor que el otro número? o How can you use the number path to prove your answer? o Cómo puedes usar los caminos de números para probar tu respuesta? 3. Prompt students to place a counter on one number on the Number Path Camino de números 1 10 Questions: What number is less than your number? Qué número es menor que tu número? What number is more than your number? Qué número es mayor que tu número? What number is one less than your number? One more? Qué número es uno menos que tu número? Uno más? 4. The activity may be repeated using the Number Path Camino de números 1-20

22 Number Path 1 10 Camino de número Number Path 1 10 Camino de número

23 Number Path 1 20 Camino de número 1 20 Cut out the number paths (1-10 and 11-20). Tape or glue in the space indicated to make a number path from 1 to Tape or glue Tape or glue

24 Subitizing Subitizando Activity 1: Quick Images Materials: Dot Cards, Five Frame Cards, or Ten Frame Cards Tarjetas de puntos, Tarjetas de marco de cinco, tarjetas de marco de diez 1. Display a quick image for approximately 3-5 seconds. Questions: How many dots did you see? How did you know? Note: Students may respond orally or with a written numeral. Cuántos puntos viste? Cómo lo sabes? Did anyone see it a different way? How did you see it? Hubo alguien que lo vio de una forma diferente? Activity 2: Quick Images Strings Materials: Dot Cards, Five Frame Cards, or Ten Frame Cards Tarjetas de puntos, Tarjetas de marco de cinco, tarjetas de marco de diez 1. Display a quick image for approximately 3-5 seconds that has the same value as others in the given string of quick images. For example: Questions: How many dots did you see? How did you know? Cuántos puntos viste? Cómo lo sabes? Did anyone see it a different way? How did you see it? Hubo alguien que lo vio de una forma diferente? Activity 3: I Wish I Had... Materials: Dot Cards, Five Frame Cards, or Ten Frame Cards Tarjetas de puntos, Tarjetas de marco de cinco, tarjetas de marco de diez 1. Display a quick image for approximately 3-5 seconds. 2. Say, I have this number. I wish I had. Tengo este número. Quisiera tener. For example, I wish I had eight. Quisiera tener ocho. Questions: How many dots did you see? How did you know? Cuántos puntos viste? Cómo lo sabes? How many more dots are needed to equal? How did you know? Cuántos puntos más se necesitan para tener? Cómo lo sabes? How many fewer dots are need to equal? How did you know? Cuántos puntos menos se necesitan para tener? Cómo lo sabes?

25 Dot Cards Tarjetas de puntos

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34 Five Frame Cards Tarjetas de marco de cinco

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38 Ten Frame Cards Tarjetas de marco de diez

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46 Activity 4: Subitizing with a Rekenrek Materials: Rekenrek Subitizing with a Rekenrek Subitizando con un rekenrek. 1. Display a rekenrek for approximately 3-5 seconds that shows three beads pushed to the left on the top row and four beads pushed to the left on the bottom row. 2. Complete the string by displaying the following arrangements: 5 beads on top 0 beads on bottom 5 beads on top 5 beads on bottom 6 beads on top 0 beads on bottom 8 beads on top 0 beads on bottom 7 beads on top 0 beads on bottom 2 beads on top 5 beads on bottom 0 beads on top 10 beads on bottom Questions: How many beads did you see? How did you know? Cuántas cuentas viste? Cómo lo sabes? Did anyone see it a different way? How did you see it? Hubo alguien que lo vio de una forma diferente? Cómo lo viste? 3. Repeat using additional strings such as the strings listed on Subitizing with a Rekenrek. Subitizando con un rekenrek.

47 Subitizing with a Rekenrek Subitizando con un rekenrek 2 beads on top 2 beads on top 5 beads on top 2 beads on bottom 4 beads on bottom 5 beads on bottom 4 beads on top 2 beads on top 4 beads on top 0 beads on bottom 6 beads on bottom 5 beads on bottom 3 beads on top 4 beads on top 5 beads on top 1 bead on bottom 4 beads on bottom 4 beads on bottom 1 bead on top 6 beads on top 4 beads on top 3 beads on bottom 2 beads on bottom 4 beads on bottom 8 beads on top 2 beads on top 6 beads on top 0 beads on bottom 1 bead on bottom 4 beads on bottom 7 beads on top 3 beads on top 6 beads on top 1 bead on bottom 2 beads on bottom 6 beads on bottom 6 beads on top 3 beads on top 7 beads on top 2 beads on bottom 1 bead on bottom 7 beads on bottom 5 beads on top 4 beads on top 6 beads on top 3 beads on bottom 2 beads on bottom 8 beads on bottom 10 beads on top 6 beads on top 8 beads on top 2 beads on bottom 6 beads on bottom 2 beads on bottom 9 beads on top 5 beads on top 8 beads on top 2 beads on bottom 5 beads on bottom 3 beads on bottom 9 beads on top 5 beads on top 8 beads on top 3 beads on bottom 6 beads on bottom 4 beads on bottom 8 beads on top 4 beads on top 9 beads on top 4 beads on bottom 8 beads on bottom 5 beads on bottom

48 Representing Numbers and Comparing Numbers: Workstation 1 Representando y comparando números: Estación de trabajo 1 Use counters to show 16. Usa objetos para contar para mostrar 16 Use counters to show 12. Usa objetos para contar para mostrar 12 Compare the sets. Compara los conjuntos is more than es más que. is less than es menos que. Representing Numbers and Comparing Numbers: Workstation 1 Representando y comparando números: Estación de trabajo 1 Use counters to show 16. Usa objetos para contar para mostrar 16 Use counters to show 12. Usa objetos para contar para mostrar 12 Compare the sets. Compara los conjuntos is more than es más que. is less than es menos que.

49 Representing Numbers and Comparing Numbers: Workstation 2 Representando y comparando números: Estación de trabajo 2 What number is shown on the rekenrek? Qué número se muestra en el rekenrek? What number is shown on the rekenrek? Qué número se muestra en el rekenrek? Compare the sets. Compara los conjuntos. is more than es más que. is less than es menos que. Representing Numbers and Comparing Numbers: Workstation 2 Representando y comparando números: Estación de trabajo 2 What number is shown on the rekenrek? Qué número se muestra en el rekenrek? What number is shown on the rekenrek? Qué número se muestra en el rekenrek? Compare the sets. Compara los conjuntos. is more than es más que. is less than es menos que.

50 Representing Numbers and Comparing Numbers: Workstation 3 Representando y comparando números: Estación de trabajo 3 15 is more than 13. How do you know? 15 es más que 13. Cómo lo sabes? 9 is less than 11. How do you know? 9 es menos que 11. Cómo lo sabes? 12 is equal to 12. How do you know? 12 es igual a 12. Cómo lo sabes? Representing Numbers and Comparing Numbers: Workstation 3 Representando y comparando números: Estación de trabajo 3 15 is more than 13. How do you know? 15 es más que 13. Cómo lo sabes? 9 is less than 11. How do you know? 9 es menos que 11. Cómo lo sabes? 12 is equal to 12. How do you know? 12 es igual a 12. Cómo lo sabes?

51 Find the Same Value Encuentra el mismo valor Materials: Dot, Ten Frame, Rekenrek, and Number Cards Punto, Marco de diez, Rekenrek, y Tarjetas de números 1. Distribute one card to each student. 2. Prompt students to move around the room to find three other students with a card that represents the same value. Question: How do your cards represent the same value? Cómo representan el mismo valor tus tarjetas? Look/listen for: Use of counting or subitizing to determine the value represented on each card

52 Dot, Ten Frame, Rekenrek, and Number Cards Tarjetas de punto, marco de diez, rekenrek, y de números Cut along dotted lines. 5 15

53 Cut along dotted lines. 9 13

54 Cut along dotted lines

55 Different Representations Card Match Diferentes representaciones Busca la pareja Materials: Representation Cards Tarjetas de representación 1. Distribute one card to each student. 2. Prompt students to move around the room to find three other students with a card that represents the same value. Question: How do these cards represent the same value? Cómo representan el mismo valor estas tarjetas? Look/listen for: Using skip counting or counting on to determine the value represented on the card Understanding place value to determine the value represented on the card

56 Cut along dotted lines. Representation Cards Tarjetas de representación 42 Tens decenas Ones unidades Tens Ones decenas unidades

57 78 Tens Ones decenas unidades Tens Ones decenas unidades

58 51 Tens Ones decenas unidades Tens Ones decenas unidades

59 Representing Numbers Representando números Activity 1: Making Sets of Tens and Ones Materials: Object Counts Objetos para contar Blank Ten Frame Cards Tarjetas en blanco de marco de diez Bag labeled Objects Counted 1 per group Tub or bucket with 120 linking cubes 1 per group 1. Arrange students in groups of four. 2. Prompt each group to select one type of object to count in the classroom such as shoes, books, pencils, or pockets. Note: Items may vary. The total number of objects should be between 20 and Prompt student groups to record the type of objects being counted on Object Counts. Objetos para contar 4. Provide each group of students a tub or bucket that has at least 120 linking cubes in it and an empty bag labeled Objects Counted. 5. Prompt student groups to count the chosen objects in the classroom. Every time an item is counted, one linking cube should be removed from the tub or bucket and placed in the bag labeled Objects Counted to represent the count of the object. 6. Upon completion, prompt student groups to count the single linking cubes in the Objects Counted bag and record the number of items counted on Object Counts. Objetos para contar 7. Prompt student groups to rearrange the linking cubes into groups of 10 using the Blank Ten Frame Cards. Tarjetas en blanco de marco de diez Questions: How can you count your objects in a way other than by counting by ones? Cómo puedes contar tus objetos de una forma diferente a contar de uno en uno? Does grouping the linking cubes in tens change the number of linking cubes? Why or why not? El agrupar los cubos enlazados en decenas cambia el número de cubos? Por qué o por qué no? 8. Prompt student groups to record the number of filled ten frames and the number of single cubes on Object Counts. Objetos para contar 9. Prompt student groups to join the 10 linking cubes from each ten frame to make a linking cube tower. Questions: How many towers of 10 linking cubes did you create? How many single cubes do you still have? Cuántas torres de 10 de cubos enlazados puedes crear? Cuántos cubos sueltos tienes todavía? What number is represented by these linking cubes? Qué número representan estos cubos enlazados? How might you use skip counting or counting on to determine the number of objects? Cómo podrías usar el contar de uno en uno o contar saltando para encontrar el número de objetos?

60 10. Prompt student groups to record the number of linking cube towers and the number of single counters on Object Counts. Objetos para contar Questions: How could you use skip counting and counting on to determine the value of the set of linking cubes? Cómo puedes usar el contar saltando o contar de uno en uno para encontrar el valor de un conjunto de cubos enlazados? What do you notice about the number of items, the number of filled ten frames, and the number of cubes? Qué notas acerca del número de objetos, el número de marcos de diez llenos, y el número de cubos? What do you notice about the number of items, the number of linking cube towers, and the number of cubes? Qué notas acerca del número de objetos, número de torres de cubos enlazados, y el número de cubos?

61 Object Counts Objetos para contar Name of Object Counted Nombre de los objetos que se contaron Number of Items Número de objetos Number of Filled Ten Frame Cards Número de marco de diez llenos Number of Cubes Número de cubos Number of Linking Cube Towers Número de torres de cubos enlazados Number of Single Cubes Número de cubos sueltos Object Counts Objetos para contar Name of Object Counted Nombre de los objetos que se contaron Number of Items Número de objetos Number of Filled Ten Frame Cards Número de marco de diez llenos Number of Cubes Número de cubos Number of Linking Cube Towers Número de torres de cubos enlazados Number of Single Cubes Número de cubos sueltos

62 Cut along the dotted lines. Blank Ten Frame Cards Tarjetas de marco de diez en blanco

63 Activity 2: Representing Sets of Tens and Ones Materials: Tens and Ones Mat Tapete de unidades y decenas Tens Cards Tarjetas de decenas Ones Cards Tarjetas de unidades Pictures of Linking Cubes (optional) Dibujo de cubos enlazados Linking cubes 1. In two separate piles, turn Tens Cards Tarjetas de decenas and Ones Cards Tarjetas de unidades face down. 2. Shuffle the cards in each pile. 3. Prompt students to turn over one Tens Card Tarjetas de decenas and one Ones Card Tarjetas de unidades and to place the cards on the Tens and Ones Mat. Tapete de decenas y unidades 4. Prompt students to use linking cubes to represent the tens by building towers of 10 linking cubes and ones. Prompt students to place the linking cubes on the Tens and Ones Mat. Tapete de decenas y unidades Questions: How many tens did you create? What is the value of the tens? Cuántas decenas creaste? Cuál es el valor de las decenas? How many ones did you create? What is the value of the ones? Cuántas unidades creaste? Cuál es el valor de las unidades? What is the combined value of the tens and ones? Cuál es el valor combinado de las decenas y unidades? 5. Ask, How can we use a number sentence to show combined values of tens and ones? Cómo podemos usar una ecuación numérica para mostrar los valores combinados de las decenas y unidades? 6. Prompt students to record the expanded form of the tens and ones represented by the linking cubes. 7. Ask, How can we use the standard form to represent the value of the linking cubes? Cómo podemos usar la forma estándar para representar el valor de los cubos enlazados? 8. Prompt students to record the standard form of the number represented by the linking cubes. Questions: How does the expanded form represent the value of the tens and ones? Cómo representa la forma expandida el valor de las decenas y unidades? How does the standard form represent the combined value of the tens and ones? Cómo representa la forma estándar el valor de las decenas y unidades? Extension: Students may use Pictures of Linking Cubes Dibujos de cubos enlazados to represent or record the value of the tens and ones.

64 Tens and Ones Mat Tapete de decenas y unidades Tens Decenas Ones Unidades Tens Card Tarjetas de decenas Ones Card Tarjetas de unidades Expanded Form: Forma expandida Standard Form: Forma estándar

65 Tens Cards Tarjetas de decenas Copy on green paper. Cut along dotted lines. 0 tens decenas 1 ten decena 2 tens decenas 3 tens decenas 4 tens decenas 5 tens decenas 6 tens decenas 7 tens decenas 8 tens decenas 9 tens decenas 0 tens decenas 1 ten decena 2 tens decenas 3 tens decenas 4 tens decenas 5 tens decenas 6 tens decenas 7 tens decenas 8 tens decenas 9 tens decenas 0 tens decenas 1 ten decena 2 tens decenas 3 tens decenas 4 tens decenas 5 tens decenas 6 tens decenas 7 tens decenas 8 tens decenas 9 tens decenas

66 Ones Cards Tarjetas de unidades Copy on yellow paper. Cut along dotted lines. 0 ones unidades 1 one unidad 2 ones unidades 3 ones unidades 4 ones unidades 5 ones unidades 6 ones unidades 7 ones unidades 8 ones unidades 9 ones unidades 0 ones unidades 1 one unidad 2 ones unidades 3 ones unidades 4 ones unidades 5 ones unidades 6 ones unidades 7 ones unidades 8 ones unidades 9 ones unidades 0 ones unidades 1 one unidad 2 ones unidades 3 ones unidades 4 ones unidades 5 ones unidades 6 ones unidades 7 ones unidades 8 ones unidades 9 ones unidades

67 Pictures of Linking Cubes Dibujos de cubos enlazados Cut along dotted lines.

68 Activity 3: Describing Place Value to 99 Materials: Tens and Ones Place Value Mat Tapete de valor de posición de decenas y unidades Place Value to 99 Cards Tarjetas de valor de posición hasta el 99 Pictures of Base-10 Blocks - optional Dibujo de bloques de base 10 Describing Place Value to 99 Describiendo valor de posición hasta el 99 Base-10 blocks Prompt students to choose a Place Value to 99 Card. Tarjeta de valor de posición hasta el Prompt students to use base-10 blocks to represent the value on the Tens and Ones Place Value Mat. Tapete de valor de posición de decenas y unidades Questions: What is the value of the tens? Cuál es el valor de las decenas? What is the value of the ones? Cuál es el valor de las unidades? What is the combined value of the tens and ones? Cuál es el valor combinado de las decenas y las unidades? 2. Prompt students to use lines and dots to record a picture of the tens and ones represented by the base-10 blocks on Describing Place Value to 99. Describiendo el valor de posición hasta el 99 Note: Students may use Pictures of Base-10 Blocks Dibujos de bloques de base 10 to represent or record the value of the tens and ones. 3. Ask, How can we use a number sentence to show combined values of tens and ones? Cómo podemos usar una ecuación numérica para mostrar los valores combinados de las decenas y unidades? 4. Prompt students to record the expanded form of the number represented by the base-10 blocks. 5. Ask, How can we use the standard form to represent the value of the base-10 blocks? Cómo podemos usar la forma estándar para representar el valor de los bloques de base 10? 6. Prompt students to record the standard form of the number represented by the base-10 blocks. Questions: How does the expanded form represent the value of the tens and ones? Cómo representa la forma expandida el valor de las decenas y unidades? How does the standard form represent the combined value of the tens and ones? Cómo representa la forma estándar el valor de las decenas y unidades?

69 Tens and Ones Place Value Mat Tapete de valor de posición de decenas y unidades Tens Decenas Ones Unidades

70 Place Value to 99 Cards Tarjetas de valor de posición hasta el 99 Cut along dotted lines. Cortar por la línea punteada 5 tens decenas 3 ones unidades 4 tens decenas 7 ones unidades 2 tens decenas 7 ones unidades 1 ten unidad 3 ones unidades 7 tens decenas 2 ones unidades 6 tens decenas 6 ones unidades 5 tens decenas 9 ones unidades 3 tens decenas 1 one unidades 9 tens decenas 5 ones unidades 8 tens decenas 6 ones unidades 2 tens decenas 8 ones unidades 4 tens decenas 3 ones unidades

71 Describing Place Value to 99 Describiendo valor de posición hasta el 99 Draw a picture to represent your number. Haz un dibujo para representar tu número Tens Decenas Ones Unidades Expanded Form: Forma expandida Standard Form: Forma estándar + Describing Place Value to 99 Describiendo valor de posición hasta el 99 Draw a picture to represent your number. Haz un dibujo para representar tu número Tens Decenas Ones Unidades Expanded Form: Forma expandida Standard Form: Forma estándar +

72 Activity 4: Describing Place Value to 120 Materials: Hundreds, Tens, and Ones Place Value Mat Tapete de valor de posición de centenas, decenas y unidades Place Value to 120 Cards Tarjetas de valor de posición hasta 120 Pictures of Base-10 Blocks - optional Dibujos de bloques de base 10 Describing Place Value to 120 Describiendo valor de posición hasta 120 Base-10 blocks 1. Prompt students to choose a Place Value to 120 Card. Tarjeta de valor de posición hasta Prompt students to use base-10 blocks to represent the value on the Hundreds, Tens, and Ones Place Value Mat. Tapete de valor de posición de centenas, decenas y unidades Questions: What is the value of the hundreds? Cuál es el valor de las centenas? What is the value of the tens? Cuál es el valor de las decenas? What is the value of the ones? Cuál es el valor de las unidades? What is the total value of the number you built? Cuál es el valor total del número que formaste? 3. Prompt students to use squares, lines, and dots to record a picture of the tens and ones represented by the base-10 blocks. Note: Students may use Pictures of Base-10 Blocks Dibujos de bloques de base 10 to represent or record the value of the tens and ones. 4. Ask, How can we use a number sentence to show combined values of hundreds, tens, and ones? Cómo podemos usar una ecuación numérica para mostrar los valores combinados de las centenas, decenas y unidades? 5. Prompt students to record the expanded form of the number represented by the base-10 blocks. 6. Ask, How can we use the standard form to represent the value of the base-10 blocks? Cómo podemos usar la forma estándar para representar el valor de los bloques de base 10? 7. Prompt students to record the standard form of the number represented by the base-10 blocks. Questions: How does the expanded form represent the value of the hundreds, tens, and ones? Cómo representa la forma expandida el valor de las centenas, decenas y unidades? How does the standard form represent the combined value of the hundreds, tens, and ones? Cómo representa la forma estándar el valor combinado de las centenas, decenas y unidades?

73 Hundreds, Tens, and Ones Mat Tapete de centenas, decenas y unidades Hundreds Centenas Tens Decenas Ones Unidades

74 Place Value to 120 Cards Tarjetas de valor de posición hasta 120 Cut along dotted lines. Cortar por la línea punteada 5 tens decenas 2 ones unidades 4 tens decenas 8 ones unidades 2 tens decenas 9 ones unidades 1 hundred centena 2 tens decenas 0 ones unidades 1 hundred centena 1 ten decena 5 ones unidades 9 tens decenas 4 ones unidades 7 tens decenas 5 ones unidades 3 tens decenas 5 ones unidades 1 hundred centena 0 tens decenas 6 ones unidades 6 tens decenas 3 ones unidades 1 hundred centena 1 ten decena 2 ones unidades 8 tens decenas 0 ones unidades

75 Describing Place Value to 120 Describiendo el valor de posición hasta 120 Draw a picture to represent your number. Hundreds Centenas Tens Decenas Ones Unidades Expanded Form: Standard Form: + + Forma expandida Forma estándar Describing Place Value to 120 Describiendo el valor de posición hasta 120 Draw a picture to represent your number. Hundreds Centenas Tens Decenas Ones Unidades Expanded Form: Standard Form: + + Forma expandida Forma estándar

76 Pictures of Base-10 Blocks Dibujos de bloque de base 10 Cut along dotted lines. Cortar por la línea punteada

77 Activity 5: Using Expanded Form Materials: Standard Form Cards Tarjetas de forma estándar Expanded Form: Hundreds Cards Forma expandida: Tarjetas de centenas Expanded Form: Tens Cards Forma expandida: Tarjetas de decenas Expanded Form: Ones Cards Forma expandida: Tarjetas de unidades What Is the Value? Cuál es el valor? Linking cubes or base-10 blocks 1. Prompt students to choose a Standard Form Card. Tarjetas de forma estándar Questions: What digit is in the hundreds place? What is the value of the digit? Qué dígito está en el lugar de las centenas? Cuál es el valor del dígito? What digit is in the tens place? What is the value of the digit? Qué dígito está en el lugar de las decenas? Cuál es el valor del dígito? What digit is in the ones place? What is the value of the digit? Qué dígito está en el lugar de las unidades? Cuál es el valor del dígito? 2. Prompt students to use linking cubes or base-10 blocks to represent the number shown on the Standard Form Card. Tarjetas de forma estándar Questions: How many hundreds are needed to represent the number on your card? What is the value of the hundreds? Cuántas centenas se necesita para representar el número en tu tarjeta? Cuál es el valor de las centenas? How many tens did you use to represent the number on your card? What is the value of the tens? Cuántas decenas se necesita para representar el número en tu tarjeta? Cuál es el valor de las decenas? How many ones did you use to represent the number on your card? What is the value of the ones? Cuántas unidades se necesita para representar el número en tu tarjeta? Cuál es el valor de las unidades? What is the total value of the number you built? Cuál es el valor total del número que formaste? 3. Prompt students to identify the Expanded Form Cards Tarjetas de forma expandida that represent the value of each digit. 4. Prompt students to stack the cards on top of each other, with the right sides aligned, to create the standard form of the number Questions: What digit is in the hundreds place? What is the value of the digit? Qué dígito está en el lugar de las centenas? Cuál es el valor de ese dígito? What digit is in the tens place? What is the value of the digit? Qué dígito está en el lugar de las decenas? Cuál es el valor de ese dígito? What digit is in the ones place? What is the value of the digit? Qué dígito está en el lugar de las unidades? Cuál es el valor de ese dígito?

78 5. Prompt students to use their stacked cards to complete What Is the Value? Cuál es el valor? Questions: How does knowing the value of each digit help you record the expanded form of a number? Cómo te ayuda el saber el valor de cada dígito para registrar la forma expandida de un número? How does knowing the combined total of the expanded form help you determine the standard form? Cómo te ayuda el saber el total combinado de la forma expandida a encontrar la forma estándar de un número? What does the standard form represent? Qué representa la forma estándar?

79 Cut along dotted lines. Standard Form Cards Tarjetas de forma estándar

80 Copy on blue paper. Cut along dotted lines. Expanded Form: Hundreds Cards Forma expandida: Tarjetas de centenas

81 Copy on yellow paper. Cut along dotted lines. Expanded Form: Tens Cards Forma expandida: Tarjetas de decenas

82 Copy on green paper. Cut along dotted lines. Expanded Form: Ones Cards Forma expandida: Tarjetas de unidades

83 What Is the Value? Cuál es el valor? Standard Form: Forma estándar Hundreds Tens Ones Centenas Decenas Unidades Expanded Form: Forma expandida What Is the Value? Cuál es el valor? Standard Form: Forma estándar Hundreds Tens Ones Centenas Decenas Unidades Expanded Form: Forma expandida What Is the Value? Cuál es el valor? Standard Form: Forma estándar Hundreds Tens Ones Centenas Decenas Unidades Expanded Form: Forma expandida

84 Comparing Numbers Comparando números Activity 1: Comparing Numbers Using Double Ten Frames Materials: Comparing Numbers Using Double Ten Frames Comparando números usando marcos de diez dobles More or Less Cards - 1 set per pair Tarjetas de más o menos Dot stickers Wikki Stix - optional 1. Arrange students in pairs, sitting side by side. 2. Prompt each student to record his or her name and a number from 0 to 20. Each student should record a different number. 3. Prompt students to compare the two numbers. 4. Prompt students to place a More Card Tarjeta de más by the set that has the greater value. Prompt students to place a Less Card Tarjeta de menos by the set that has the lesser value. Questions: How did you determine which number was more than the other number? Cómo supiste qué número era más que el otro número? How did you determine which number was less than the other number? Cómo supiste qué número era menor que el otro número? 5. Prompt each student to use dot stickers to represent his or her number on the double ten frame. Question: How do the dot stickers and the double ten frame show that you used the correct comparison word to describe each number? Cómo muestran las calcomanías de puntos y los marcos de diez dobles que tu usaste las palabras de comparación correctas para describir cada número? 6. Prompt students to use a Wikki Stix or a pencil to outline the dot stickers that represent the difference between the larger number and the smaller number. Questions: How many more dot stickers are in the More set than the Less set? How do you know? Cuántas calcomanías de puntos más hay en el conjunto de más que en el conjunto de menos? Cómo lo sabes? How many fewer dot stickers are in the More set than the Less set? How do you know? Cuántas calcomanías de puntos menos hay en el conjunto de más que en el conjunto de menos? Cómo lo sabes?

85 Comparing Numbers Using Double Ten Frames Comparando números usando marcos de diez dobles s number s number

86 Cut along dotted lines. More or Less Cards Tarjetas de más o menos More Más More Más More Más More Más More Más Less Menos Less Menos Less Menos Less Menos Less Menos

87 Activity 2: Comparing Numbers to 20 Materials: Comparison Language Cards - 1 set per pair Tarjetas de lenguaje de comparación Sticky notes Rekenreks 1. Arrange students in pairs, sitting side by side. 2. Prompt each student to record a number from 0 to 20 on a sticky note. 3. Prompt students to compare the numbers by placing a Comparison Language Card in between the two sticky notes. Tarjetas de lenguaje de comparación Questions: How did you determine which comparison card to use? Cómo supiste que tarjeta de comparación usar? If you traded your sticky notes, would you use the same comparison card? Why? Si cambias tus notas, usarías la misma tarjeta de comparación? Por qué? 4. Prompt each student to represent his or her number using a rekenrek. Questions: How many more beads are in the set with the greater value than the set with the lesser value? How do you know? Cuántas cuentas más hay en el conjunto de mayor valor que en el conjunto de menor valor? Cómo lo sabes? How many fewer beads are in the set with the lesser value than the set with the greater value? How do you know? Cuántas cuentas menos hay en el conjunto de menor valor que en el conjunto de mayor valor? Cómo lo sabes?

88 Comparison Language Cards Tarjetas de lenguaje de comparación Cut along dotted lines. is more than es más que is less than es menos que is the same number as es el mismo número que is greater than es mayor que is less than es menos que is equal to es igual a is more than es más que is less than es menos que is the same number as es el mismo número que is greater than es mayor que is less than es menos que is equal to es igual a is more than es más que is less than es menos que is the same number as es el mismo número que is greater than es mayor que is less than es menos que is equal to es igual a

89 Comparing Numbers Using Place Value Comparando números usando valor de posición Activity 1: Comparing Numbers: Fact First 1. Prompt students to complete the statements on Comparing Numbers: Fact First Comparando números: Hechos primero to explain how they know the value of Gary s base-10 blocks is greater than the value of Myra s base-10 blocks. Questions: What number is represented by each set of base-10 blocks? Qué número representa cada conjunto de bloque de base 10? What is the value of the tens in Gary s number? How do you know? Cuál es el valor de las decenas en el número de Gary? Cómo lo sabes? What is the value of the tens in Myra s number? How do you know? Cuál es el valor de las decenas en el número de Myra? Cómo lo sabes? What is the value of the ones in Gary s number? How do you know? Cuál es el valor de las unidades en el número de Gary? Cómo lo sabes? What is the value of the ones in Myra s number? How do you know? Cuál es el valor de las unidades en el número de Myra? Cómo lo sabes? Which place, the tens or the ones, did you look at first to compare the numbers? Why? En qué lugar, en el de las decenas o unidades, te fijaste primero para comparar los números? Por qué? When comparing numbers, what would you look at if the tens place had the same value in both numbers? Cuándo comparas números, en qué te fijarías si el lugar de las decenas tiene el mismo valor en los dos números? Look/listen for: Use of place value to make comparisons

90 Comparing Numbers: Fact First Comparando números: Hechos primero Myra s set of base-10 blocks has a value that is less than Gary s. El conjunto de bloques de base 10 tiene un valor menor al de Gary. Gary s Set of Base-10 Blocks Conjunto de bloques de base 10 de Gary Myra s Set of Base-10 Blocks Conjunto de bloques de base 10 de Myra Gary s set of base-10 blocks represents. The set has tens with a value of and ones with a value of. El conjunto de bloques de base 10 de Gary representa. El conjunto tiene decenas con un valor de y unidades con un valor de. Myra s set of base-10 blocks represents. The set has tens with a value of and ones with a value of. El conjunto de bloques de base 10 de Myra representa. El conjunto tiene decenas con un valor de y unidades con un valor de. Comparing Numbers: Fact First Comparando números: Hechos primero Myra s set of base-10 blocks has a value that is less than Gary s. El conjunto de bloques de base 10 tiene un valor menor al de Gary. Gary s Set of Base-10 Blocks Conjunto de bloques de base 10 de Gary Myra s Set of Base-10 Blocks Conjunto de bloques de base 10 de Myra Gary s set of base-10 blocks represents. The set has tens with a value of and ones with a value of. El conjunto de bloques de base 10 de Gary representa. El conjunto tiene decenas con un valor de y unidades con un valor de. Myra s set of base-10 blocks represents. The set has tens with a value of and ones with a value of. El conjunto de bloques de base 10 de Myra representa. El conjunto tiene decenas con un valor de y unidades con un valor de.

91 Activity 2: Comparing Numbers Using Place Value Materials: Comparing Numbers Mat Tapete para comparar números Comparing Numbers Cards - 1 per pair Tarjetas para comparar números Comparison Symbol and Word Cards - 1 per pair Símbolo de comparación y tarjetas de palabras 1. Arrange students in pairs, sitting side by side. 2. Prompt each student to choose two number cards to create a two-digit number. 3. Prompt students to place the number cards on the Comparing Numbers Mat. Tapete de comparando números 4. Prompt partners to compare their numbers. 5. Prompt students to describe how their numbers compare using the Comparison Symbol and Word Cards. Símbolo de comparación y tarjetas de palabras 6. Prompt students to explain how they know their comparison is true. Questions: What digit is in the tens place? What is the value of the digit? Qué dígito está en el lugar de las decenas? Cuál es el valor del dígito? What digit is in the ones place? What is the value of the digit? Qué dígito está en el lugar de las unidades? Cuál es el valor del dígito? How did you use what you know about the value of the digits to help make your comparison? Cómo usaste lo que sabes acerca del valor de los dígitos para ayudarte a hacer una comparación? Look/listen for: Use of place value to make comparisons 7. Repeat steps 2-5 using new cards.

92 Comparing Numbers Mat Tapete para comparar números Partner A Estudiante A Comparison Card Tarjeta de comparación Partner B Estudiante B Tens Decenas Ones Unidades Tens Decenas Ones Unidades Explain to your partner how you know. Explícale a tu compañero cómo sabes. Comparing Numbers Mat Tapete para comparar números Partner A Estudiante A Comparison Card Tarjeta de comparación Partner B Estudiante B Tens Decenas Tens Decenas Tens Decenas Ones Unidades Explain to your partner how you know. Explícale a tu compañero cómo sabes.

93 Comparing Numbers Cards Tarjetas para comparar números Cut along dotted lines

94 Comparison Symbol and Word Cards Símbolo de comparación y tarjetas de palabras Cut along dotted lines. > is greater than es mayor que > is greater than es mayor que > is greater than es mayor que > is greater than es mayor que > is greater than es mayor que > is greater than es mayor que < is less than es menor que < is less than es menor que < is less than es menor que < is less than es menor que < is less than es menor que < is less than es menor que = is equal to es igual a = is equal to es igual a = is equal to es igual a = is equal to es igual a = is equal to es igual a = is equal to es igual a

95 Activity 3: Comparing Numbers to 120 Materials: Numbers to Compare Cards Tarjetas para comparar números Wikki Stix 1. Prompt each student to choose two Numbers to Compare Cards. Tarjetas para comparar números 2. Prompt students to use a Wikki Stix to create a comparison symbol that will make a true comparison. 3. Prompt students to place the symbol between the two cards to make a true statement. 4. Prompt students to read the comparison and explain how they know the comparison is true. Questions: What digit is in the hundreds place? What is the value of the digit? Qué dígito está en el lugar de las centenas? Cuál es el valor del dígito? What digit is in the tens place? What is the value of the digit? Qué dígito está en el lugar de las decenas? Cuál es el valor del dígito? What digit is in the ones place? What is the value of the digit? Qué dígito está en el lugar de las unidades? Cuál es el valor del dígito? How did you use what you know about the value of the digits to help make your comparison? Cómo usaste lo que sabes acerca del valor de los dígitos para ayudarte a hacer una comparación? Look/listen for: Use of place value to make comparisons Use of place value to determine which number had the greater/least value 5. Repeat steps 1-4.

96 Numbers to Compare Cards Tarjetas para comparar números Cut along dotted lines

97 Activity 4: Place Value Puzzles Materials: Place Value Puzzle Cards Tarjeta de rompecabezas de valor de posición 1. Distribute one Place Value Puzzle Card to each student. Tarjeta de rompecabezas de valor de posición 2. Prompt students to determine a digit from zero to nine that would make each comparison true. 3. Prompt students to pair up and check their responses. Questions: How did you determine a digit that would make the comparison true? Cómo encontraste el dígito que hace la comparación verdadera? What is a digit that you know you cannot use? Cuál es el dígito que tú sabes no puedes usar? Look/listen for: Use of place value to make comparisons

98 Cut along dotted lines. Place Value Puzzle Rompecabeza de valor de posición 114 > < = > 8 4 < 84 = 4 91 > 9 90 < = > < = > 87 5 < 60 7 > > 3 0 < > 9 > 7 52 < 6 11 < > 2 17 < 1 4 > 39

99 Ordering Numbers Using Place Value Ordenando números usando valor de posición Possible ideas and questions to ask when ordering numbers: Put three Comparing Number Mats in order from least to greatest or greatest to least. Coloca tres tapetes para comparar números en orden de menor a mayor o de mayor a menor. The different number cards can be used to place numbers in order from least to greatest or greatest to least. Las diferentes tarjetas de números pueden usarse para colocar números en orden de menor a mayor o de mayor a menor. What number has the greatest value? How do you know? Qué número tiene el mayor valor? Cómo lo sabes? What number has the least value? How do you know? Qué número tiene el menor valor? Cómo lo sabes? What number has a value in between the number with the greatest value and the number with the least value? How do you know? Qué número tiene el valor en medio de los números con mayor valor y menor valor? Cómo lo sabes? How can you use the expanded form to help you determine the order of a set of numbers from least to greatest? Cómo puedes usar la forma expandida para ayudarte a encontrar el orden de un conjunto de números de menor a mayor? How can a place value chart help you order a set of numbers from greatest to least? Cómo te puede ayudar una tabla de valor de posición a ordenar números de mayor a menor?

100 Ordering Numbers Using Place Value Ordenando números usando valor de posición Activity 1: Using the Beaded Number Line Materials: Place Value Chart Tabla de valor de posición Beaded number line 1. Prompt students to choose three numbers between 0 and 100 and to record their numbers on a sticky note or on their paper. 2. Prompt students to locate the three numbers on a beaded number line. Questions: What do you notice about the magnitude of each number? Qué notas acerca de la magnitud de cada número? Which number has the greatest value? How do you know? Qué número tiene el mayor valor? Cómo lo sabes? Which number has the least value? How do you know? Qué número tiene el menor valor? Cómo lo sabes? Which number is closest to on the beaded number line: or? Note: The number is the number that is not the greatest or least. Qué número está más cerca a en la recta numérica con cuentas: ó? 3. Prompt students to record the three numbers in order from least to greatest on the Place Value Chart. Tabla de valor de posición Question: How does the beaded number line connect to the place value chart? Qué relación hay entre la recta numérica y la tabla de valor de posición? 4. Prompt students to record the expanded form of each number. Questions: How does the expanded form help you confirm that you ordered numbers correctly? Cómo te ayuda la forma expandida a confirmar que ordenaste los números correctamente? How could you use the beaded number line to write the numbers in expanded form? Cómo usarías la recta numérica con cuentas para escribir los números en forma expandida? 5. Prompt students to place the numbers on an open number line. Questions: What number did you place on the open number line first? Why? Qué número colocaste en la recta numérica abierta? Por qué? What number did you place on the open number line next? Why? Qué número colocaste después en la recta numérica abierta? Por qué? How did you determine where to place the remaining number? Cómo supiste dónde colocar el número que te quedó?

101 Activity 2: Ordering Numbers Using Place Value Materials: Ordering Numbers Ordenando números 1. Prompt students to choose three numbers between 0 and Prompt students to write each number chosen on a place value chart on Ordering Numbers. Ordenando números 3. Prompt students to use squares, lines, and dots to create a pictorial model of each number. 4. Prompt students to record the numbers in order from least to greatest on the open number line. Questions: How did the picture of each number help you place the numbers on the open number line? Cómo te ayudó el dibujo de cada número a colocar los números en la recta numérica abierta? What do you notice about the location of the number? Why does its location make sense? Qué notas acerca de la posición del número? Por qué tiene sentido colocarlo en esa posición?

102 Place Value Chart Tabla de valor de posición Tens Decenas Ones Unidades Expanded Form Forma expandida Place Value Chart Tabla de valor de posición Tens Decenas Ones Unidades Expanded Form Forma expandida + + +

103 Ordering Numbers Ordenando números Hundreds Centenas Tens Decenas Ones Unidades Hundreds Centenas Tens Decenas Ones Unidades Hundreds Centenas Tens Decenas Ones Unidades

104 Composing and Decomposing Numbers to Ten Componer y descomponer números hasta el diez Activity 1: Rocks and Containers Materials: Rocks and Containers Piedras y recipientes 1. Display and read the following situation to the students. Cameron has eight rocks. He has two containers to hold these rocks. How many rocks can he place in each container? Cameron tiene ocho piedras. Tiene dos recipientes para poner las piedras. Cuántas piedras puede colocar en cada recipiente? 2. Prompt students to record their ideas using counters, pictures, and/or number sentences to answer the question. Question: Is there another way to place the rocks in the two containers? Existe otra forma de colocar las piedras en los dos recipientes? Look/listen for: Appropriate methods for composing and decomposing the number eight

105 Rocks and Containers Piedras y recipientes

106 Activity 2: Ten Tower Materials: Linking cubes 1. Arrange students in pairs. 2. Prompt each pair to decide who will be Partner A and who will be Partner B. 3. Use the following directions to help students complete the activity. Partner A: Make a train of 10 linking cubes using two different colors (five of each color). Break the tower into two parts. Hide one of the parts behind your back. Show Partner B the set of linking cubes that is not hidden. Partner B: How many linking cubes do you see? Cuántos cubos enlazados ves? How many linking cubes are behind your partner s back? How do you know? Cuántos cubos enlazados tiene tu compañero detrás de su espalda? Cómo lo sabes? Partner B: Put the train of linking cubes back together to create a train of 10. Break the tower into two parts. Hide one of the parts behind your back. Show Partner A the set of linking cubes that is not hidden. Partner A: How many linking cubes do you see? Cuántos cubos enlazados ves? How many linking cubes are behind your partner s back? How do you know? Cuántos cubos enlazados tiene tu compañero detrás de su espalda? Cómo lo sabes? Question: How did you determine the number of linking cubes that were behind your partner s back? Cómo encontraste el número de cubos enlazados que estaban detrás de la espalda de tu compañero? Activity 3: Beans in a Bag Materials: Dried beans Resealable bag Permanent marker Advanced Preparation: Place 10 or fewer dried beans in a resealable bag. Draw a line with a marker down the middle of one side of the bag 1. Provide each student or pair of students with a bag of beans. 2. Ask, How many ways can you arrange the beans in the bag? En cuántas formas diferentes puedes acomodar los frijoles en la bolsa? 3. Prompt students to record their ideas using pictures, words such as four on one side and four on the other side, or number sentences. Cuatro en un lado y cuatro en el otro lado Question: How did you determine the number of ways you could arrange the beans in the bag? Cómo encontraste el número de formas diferentes en las cuales puedes acomodar los frijoles en la bolsa?

107 Composing and Decomposing Numbers Componer y descomponer números Activity 1: Composing and Decomposing Sets of Objects Materials: Linking cubes or base-10 blocks Composing and Decomposing Sets of Objects Componer y descomponer conjuntos de objetos 1. Prompt students to fill in the blank with a given number less than Prompt students to decompose the number in three different ways. Questions: How did you represent the number? Cómo representaste el número? What is a different way to represent the number? Cuál es una forma diferente de representar el número? 3. Prompt students to draw a picture using squares to represent hundreds, lines to represent tens, and dots to represent ones. 4. Prompt students to describe the value of the hundreds, tens, and ones as appropriate. Note: For example, 36 can be decomposed into 3 tens and 6 ones; 2 tens, 1 ten, and 6 ones; or 2 tens and 16 ones. 5. Repeat steps 1-4 to represent and decompose a different number.

108 Composing and Decomposing Sets of Objects Componer y descomponer números 1. Use objects to represent. Usa objetos para representar. 2. Decompose three different ways. Descomponer el número en tres formas diferentes. 3. Draw a picture using squares to represent hundreds, lines to represent tens, and dots to represent ones. Haz un dibujo usando cuadrados para representar las centenas, líneas para representar decenas, y puntos para representar unidades. 4. Describe the value of the hundreds, tens, and ones. Describe el valor de las centenas, decenas y unidades. hundreds, centenas tens, decenas and ones y unidades hundreds, centenas tens, decenas and ones y unidades hundreds, centenas tens, decenas and ones y unidades 1. Use objects to represent. Usa objetos para representar. 2. Decompose three different ways. Descomponer el número en tres formas diferentes. 3. Draw a picture using squares to represent hundreds, lines to represent tens, and dots to represent ones. Haz un dibujo usando cuadrados para representar las centenas, líneas para representar decenas, y puntos para representar unidades. 4. Describe the value of the hundreds, tens, and ones. Describe el valor de las centenas, decenas y unidades. hundreds, centenas tens, decenas and ones y unidades hundreds, centenas tens, decenas and ones y unidades hundreds, centenas tens, decenas and ones y unidades

109 Activity 2: Composing and Decomposing with Pictures Materials: Composing and Decomposing with Pictures Componer y descomponer con dibujos Prompt students to complete the activity Composing and Decomposing with Pictures. Componer y descomponer con dibujos Questions: How did you determine the value of Phuong s picture of linking cubes? Cómo encontraste el valor del dibujo de Phuong de sus cubos enlazados? How do you know your two pictures show 54? Cómo sabes que tus dos dibujos muestran 54?

110 Composing and Decomposing with Pictures Componer y descomponer con dibujos Phuong said that 54 can be modeled like the picture shown below. Phuong dijo que el número 54 se podía representar con el modelo de abajo. Do you agree with Phuong? Why? Estás de acuerdo con Phuong? Por qué? What are two other ways you could show 54? Record your thinking. En qué otras dos formas puedes mostrar un modelo de 54? Anota tu pensamiento

111 Materials: Counters Pre-Assessment: Kindergarten: Joining and Separating Pre-Evaluación: Kindergarten: Juntar y separar 1. Display and read the following situation aloud: Camille had five pencils. D Shaun gave her three more. How many pencils does Camille have now? Camille tenía cinco lápices. D Shaun le dio tres más. Cuántos lápices tiene Camille ahora? 2. Prompt students to use counters to solve the problem. Question: How did you use your counters to solve the problem? Cómo usaste los objetos para contar para resolver el problema? Look/listen for: Modeling the action of joining three counters with five counters Using a counting strategy, such as counting all, counting on from the first number, and counting on from the largest number 3. Display and read the following situation aloud: Norma had six pennies. She gave two pennies to her sister. How many pennies does Norma have now? Norma tenía seis monedas de un centavo. Ella le dio dos monedas a su hermana. Cuántas monedas tiene Norma ahora? 4. Prompt students to use the counters to solve the problem. Question: How did you use your counters to solve the problem? Cómo usaste los objetos para contar para resolver el problema? Look/listen for: Modeling the action of separating two counters from six counters Using a counting strategy, such as counting back or counting remaining

112 Materials: Counters Blank paper Pre-Assessment: Grade 1: Joining and Separating Pre-Evaluación: Primer grado: Juntar y separar 1. Display and read the following situation aloud: Eight children were swimming in the pool. Seven more children jumped in the pool. How many children are in the pool? Ocho niños estaban nadando en la piscina. Siete niños más saltaron en la piscina. Cuántos niños hay en la piscina? 2. Prompt students to use counters or draw pictures to solve the problem. Note: Allow students to choose between using counters or pictures to solve the problem. Question: How did you use your counters (or pictures) to solve the problem? Cómo usaste los objetos para contar (o dibujos) para resolver el problema? 3. Display and read the following situation aloud: The Garza family had 16 slices of pizza. They ate seven slices of the pizza. How many slices of pizza are there now? La familia Garza tenía 16 pedazos de pizza. Se comieron siete pedazos de la pizza. Cuántos pedazos de pizza hay ahora? 4. Prompt students to use counters or draw pictures to solve the problem. Note: Allow students to choose between using counters or pictures to solve the problem. Question: How did you use your counters (or pictures) to solve the problem? Cómo usaste los objetos para contar (o dibujos) para resolver el problema? 5. Display and read the following situation aloud: Monica had nine pencils. Her teacher gave her some more pencils. Now Monica has 12 pencils. How many pencils did Monica s teacher give her? Mónica tenía nueve lápices. Su maestro le dio algunos lápices más. Ahora, Mónica tiene 12 lápices. Cuántos lápices le dio la maestra? 6. Prompt students to use counters or draw pictures to solve the problem. Note: Allow students to choose between using counters or pictures to solve the problem. Question: How did you use your counters (or pictures) to solve the problem? Cómo usaste los objetos para contar (o dibujos) para resolver el problema? 7. Display and read the following situation aloud: Luis had some pennies. His mom gave him five more pennies. Now Luis has 16 pennies. How many pennies did Luis have at the start? Luis tenía algunas monedas de un centavo. Su mamá le dio cinco monedas más. Ahora, Luis tiene 16 monedas. Cuántas monedas tenía Luis al comienzo?

113 8. Prompt students to use counters or draw pictures to solve the problem. Note: Allow students to choose between using counters or pictures to solve the problem. Question: How did you use your counters (or pictures) to solve the problem? Cómo usaste los objetos para contar (o dibujos) para resolver el problema? Look/listen for: Modeling the action of joining sets of objects or separating a set from a set of objects Using a counting strategy, such as counting on, counting up to, and counting back Using a known fact or making 10

114 Joining and Separating Problems: Result Unknown Juntar y separar: Resultado desconocido Activity 1: Joining Result Unknown Materials: Story Mat Tapete del cuento Joining Result Unknown Cards Tarjetas de resultado desconocido de juntar Counters 1. Display and read one problem aloud from the Joining Result Unknown Cards. Tarjetas de resultado desconocido de juntar Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? 2. Prompt students to use the Story Mat Tapete del cuento and counters to model the situation. Questions: How did you use your counters to determine the result? Cómo usaste los objetos para contar para encontrar el resultado? How many were there at the start? What happened next? Cuántos había al comenzar? Qué pasó después? Are the objects in the problem being joined together or separated? How do you know? Prompt students to respond with the joining or separating gesture. Se están juntando o separando los objetos en el problema? Cómo lo sabes? What do we need to determine? Qué tenemos que encontrar? 3. Ask, How many counters are being joined together to determine the result? Cuántos objetos se juntaron para encontrar el resultado? 4. Display the following sentence stems for students to use when creating a number sentence for the context of the problem. Choose the most appropriate number sentence based on previous instruction with symbolic representations. and is. is and. + = = + and is. is and. + = = + plus equals equals plus + = = + 5. Repeat steps 1-4 using the remaining word problems. Look/listen for: Modeling the action of joining sets of objects Using direct modeling or counting strategies to solve the word problem

115 Story Mat Tapete del cuento

116 Cut along dotted lines. Joining Result Unknown Cards Tarjetas de resultado desconocido de juntar Problem A Problema A Gabby had 3 flowers. Jillian gave her 2 more flowers. How many flowers does Gabby have now? Gabby tenía 3 flores. Jillian le dio 2 flores más. Cuántas flores tiene ahora Gabby? Problem B Problema B There were 5 birds sitting in a tree. Then 4 more birds flew up to sit in the tree. How many birds are in the tree now? Había 5 pájaros sentados en un árbol. Después, 4 pájaros llegan volando a sentarse en el árbol. Cuántos pájaros hay ahora en el árbol? Problem C Problema C Angel had 8 buckets in the sandbox. Jocelyn gave her 2 more buckets. How many buckets does Angel have now? Angel tiene 8 cubetas en la caja de arena. Jocelyn le dio 2 cubetas más. Cuántas cubetas tiene Angel ahora? Problem D Problema D There were 4 children playing in the playhouse. Then 6 more children came to play in the playhouse. How many children are playing in the playhouse now? Hay 4 niños jugando en la casa de juegos. Después, llegan 6 niños más a jugar en la casa. Cuántos niños hay ahora jugando en la casa de juegos? Problem E Problema E There were 7 dogs at the park. Then 1 more dog came to the park. How many dogs are at the park now? Hay 7 perros en el parque. Después, 1 perro más llega al parque. Cuántos perros hay ahora en el parque?

117 Activity 2: Separating Result Unknown Materials: Story Mat Tapete del cuento Separating Result Unknown Cards Tarjetas de resultado desconocido de separar Counters 1. Display and read one problem aloud from the Separating Result Unknown Cards. Tarjetas de resultado desconocido de separar Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? Prompt students to use the Story Mat Tapete del cuento and counters to model the situation. Questions: How did you use your counters to determine the result? Cómo usaste los objetos para contar para encontrar el resultado? How many were there at the start? What happened next? Cuántos(as) había al comenzar? Qué pasó después? Are the objects in the problem being joined together or separated? How do you know? Prompt students to respond with the joining or separating gesture. Se están juntando o separando los objetos en el problema? Cómo lo sabes? What do we need to determine? Qué tenemos que encontrar? 2. Ask, How many counters were separated from the counters that were there at the start? How does this help us to determine the result? Cuántos objetos se separaron del conjunto de objetos que había al comienzo? Cómo nos ayuda esto a encontrar el resultado? 3. Display the following sentence stems for students to use when creating a number sentence for the context of the problem. Choose the most appropriate number sentence based on previous instruction with symbolic representations. take away is. is take away. = = take away is. is take away. = = minus equals equals minus = = 4. Repeat steps 1-4 using the remaining word problems. Look/listen for: Modeling the action of separating a set of objects from a given set of objects Using direct modeling and counting strategies to solve the word problem with counters

118 Cut along dotted lines. Separating Result Unknown Cards Tarjetas de resultado desconocido de separar Problem A Problema A Jillian had 3 jump ropes. She gave 2 jump ropes to Gabby. How many jump ropes does Jillian have now? Jillian tenía 3 sogas para saltar. Le dio 2 sogas a Gabby. Cuántas sogas para saltar tiene ahora Jillian? Problem B Problema B There were 10 boys at the park. Then 6 boys went home. How many boys are at the park now? Había 10 niños en el parque. Después, 6 niños se fueron a casa. Cuántos niños hay ahora en el parque? Problem C Problema C Jocelyn had 9 shovels in the sandbox. She gave 3 shovels to Angel. How many shovels does Jocelyn have now? Jocelyn tenía 9 palas en la caja de arena. Le dio 3 palas a Angélica. Cuántas palas tiene Jocelyn ahora? Problem D Problema D There were 7 girls playing in the playhouse. Then 4 girls went to the sandbox. How many girls are playing in the playhouse now? Había 7 niñas jugando en la casa de juegos. Después, 4 niñas se fueron a la caja de arena. Cuántas niñas hay ahora jugando en la casa de juegos? Problem E Problema E There were 8 dogs at the park. Then 5 dogs went home. How many dogs are at the park now? Había 8 perros en el parque. Después, 5 perros se fueron a casa. Cuántos perros hay ahora en el parque?

119 Joining and Separating Running Record Registro Contínuo de juntar y separar Name Problem Result Unknown Change Unknown Start Unknown Tools Used to Solve Problem Addition and Subtraction Strategy Explanation Answer F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS Tools: F Fingers C Concrete objects P Pictures NS Number sentence M Mental math Strategy Codes: DM/CA Direct modeling with counting all DM/R Direct modeling with removal CO Counting on CB Counting back FS Fact strategy Explanation Codes: CE Correct explanation IE Incorrect explanation W Words P Pictures NS Number sentence

120 Activity 3: Joining and Separating: Result Unknown Materials: Story Mat Tapete del cuento Joining and Separating: Result Unknown Cards (*Kindergarten appropriate) Juntar y separar: Tarjetas de resultado desconocido Counters 1. Display and read one problem aloud from the Joining and Separating: Result Unknown Cards. Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? Are the objects being joined together or separated in the problem? How do you know? Prompt students to respond with the joining or separating gesture. Se están juntando o separando los objetos en el problema? Cómo lo sabes? How many were there at the start? What happened next? Cuántos(as) había al comienzo? Qué pasó después? 2. Prompt students to use their Story Mat and counters to model the problem. Questions: How did you use your counters to determine the result? Cómo usaste tus objetos para contar para encontrar el resultado? How many were there at the start? What happened next? Cuántos había al comienzo? Qué pasó después? Are the objects being joined together or separated in the problem? How do you know? Prompt students to respond with the joining or separating gesture. Se están juntando o separando los objetos en el problema? Cómo lo sabes? What do we need to determine? Qué tenemos que encontrar? 3. Ask, How many counters are being joined together to determine the result? or How many counters were separated from the counters that were there at the start? Cuántos objetos para contar se están juntando para encontrar el resultado? o Cuántos objetos para contar fueron separados del conjunto de objetos que estaban al comienzo? 4. Prompt students to explain how they determined the result using words, pictures, or a number sentence. 5. Repeat steps 1-4 using remaining word problems. Look/listen for: Modeling the action of joining sets of objects or separating sets of objects Using direct modeling and counting strategies to solve the word problem

121 Joining and Separating: Result Unknown Cards Juntar y separar: Tarjetas de resultado desconocido Cut along dotted lines. *Problem A Problema A There were 3 boys playing by the slide. Two more boys came to play by the slide. How many boys are playing by the slide now? Había 3 niños jugando en la resbaladera. Llegaron dos niños más para jugar en la resbaladera. Cuántos niños hay ahora jugando en la resbaladera? *Problem B Problema B There were 8 squirrels in a tree. Four squirrels climbed out of the tree. How many squirrels are in the tree now? Había 8 ardillas en un árbol. Cuatro ardillas se bajaron del árbol. Cuántas ardillas hay ahora en el árbol? *Problem C Problema C There were 6 girls sitting on the bench. Four of the girls went to play on the slide. How many girls are on the bench now? Había 6 niñas sentadas en una banca. Cuatro de las niñas se fueron a jugar a la resbaladera. Cuántas niñas hay ahora en la banca? Problem D Problema D Isabella had 12 toys at the park. Marcus gave her 3 more toys. How many toys does Isabella have altogether? Isabella tenía 12 juguetes en el parque. Marcus le dio 3 juguetes más. Cuántos juguetes tiene Isabella en total? Problem E Problema E Miguel saw 5 ants in the dirt. Then 2 ants left to hide. How many ants are still there? Miguel vio 5 hormigas en la tierra. Después 2 hormigas se fueron a esconder. Cuántas hormigas están ahí todavía? *Kindergarten (quantities up to 10)

122 Activity 4: Joining and Separating: Change or Start Unknown Grade 1 Materials: Start-Change-Result Mat Tapete de comienzo-cambio-resultado Start-Change-Result Comienzo-cambio-resultado Change Unknown Problem Cards Tarjetas de problemas de cambio desconocido Start Unknown Problem Cards Tarjetas de problemas de comienzo desconocido Question Mark Cards Tarjetas de signos de interrogación Counters 1. Display and read one problem aloud from the Change Unknown Problem Cards or Start Unknown Problem Cards. Tarjetas de problemas de cambio desconocido o Tarjetas de problemas de comienzo desconocido Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? Are the objects being joined together or separated in the problem? How do you know? Prompt students to respond with the joining or separating gesture. Se están juntando o separando los objetos en el problema? Cómo lo sabes? How many were there at the start? Cuántos(as) había al comienzo? How many were there at the end? Cuántos(as) había al final? What is one way to determine the change or start quantity? What is another way? Cuál es una forma de encontrar la cantidad que cambió o con la que se comenzó? Cuál es otra forma? 2. Prompt students to record the given quantity for the change, start, or result in the appropriate rectangle and to place a question mark in the rectangle with the unknown quantity. 3. Prompt students to use counters to model the word problem on the Start-Change-Result Mat. Tapete de comienzo-cambio-resultado Students may use a Question Mark Card Tarjetas de signos de interrogación to model the unknown. Questions: How many counters are needed to represent the start/change quantity? The result? Cuántos objetos para contar se necesitan para representar la cantidad del comienzo/cambio? El resultado? How can you use your counters to determine the change/start quantity? Cómo puedes usar objetos para contar para encontrar la cantidad del comienzo/cambio? 4. Prompt students to use the information to create a number sentence that represents the situation. 5. Prompt students to record the answer to the problem. Look/listen for: Modeling the action of joining sets of objects or separating sets of objects Strategies to determine the unknown in a word problem

123 Start-Change-Result Mat Tapete de Comienzo-cambio-resultado Change Cambio Start Comienzo Result Resultado

124 Start-Change-Result Comienzo-cambio-resultado Start Comienzo Change Cambio Result Resultado Number Sentence Ecuación numérica Answer Respuesta Start-Change-Result Comienzo-cambio-resultado Start Comienzo Change Cambio Result Resultado Number Sentence Ecuación numérica Answer Respuesta

125 Cut along dotted lines. Change Unknown Problem Cards Tarjetas de problemas de cambio desconocido Problem A Problema A Maya had 11 dolls. Her dad bought her some more dolls. Now she has 15 dolls. How many dolls did Maya s dad give her? Maya tenía 11 muñecas. Su papá le compró unas cuantas más. Ahora ella tiene 15 muñecas. Cuántas muñecas le dio su papá? Problem B Problema B Huang had 10 apples. He ate some of the apples. Now he has 8 apples. How many apples did Huang eat? Huang tenía 10 manzanas. Se comió algunas de las manzanas. Ahora tiene 8 manzanas. Cuántas manzanas se comió Huang? Problem C Problema C Ms. Nixon had 6 flowers. Rosa gave her some more flowers. Now she has 12 flowers. How many flowers did Rosa give Ms. Nixon? La Sra. Nixon tenía 6 flores. Rosa le dio unas cuantas flores más. Ahora tiene 12 flores. Cuántas flores le dio Rosa a la Sra. Nixon? Problem D Problema D There were 7 kittens in a basket. Some of the kittens got out of the basket. Now there are 4 kittens in the basket. How many kittens got out of the basket? Había 7 gatitos en una canasta. Algunos de los gatitos se salieron de la canasta. Ahora hay 4 gatitos en la canasta. Cuántos gatitos se salieron de la canasta? Problem E Problema E There were 5 horses in a barn. Some more horses came into the barn. Now there are 9 horses in the barn. How many more horses came into the barn? Había 5 caballos en el granero. Algunos caballos llegaron al granero. Ahora hay 9 caballos en el granero. Cuántos caballos más llegaron al granero? Problem F Problema F Mr. Lentz had 16 cookies. He ate some of the cookies. Now he has 13 cookies. How many cookies did Mr. Lentz eat? El Sr. Lentz tenía 16 galletas. Él se comió algunas de las galletas. Ahora tiene 13 galletas. Cuántas galletas se comió el Sr. Lentz?

126 Start Unknown Problem Cards Tarjetas de problemas de comienzo desconocido Cut along dotted lines. Problem A Problema A Maya had some dolls. Her mom bought her 1 more doll. Now she has 16 dolls. How many dolls did Maya have to start with? Maya tenía muñecas. Su mamá le compró 1 muñeca. Ahora ella tiene 16 muñecas. Cuántas muñecas tenía Maya al comienzo? Problem B Problema B Huang had some apples. He ate 3 of the apples. Now he has 7 apples. How many apples did Huang have before he ate those apples? Huang tenía algunas manzanas. Se comió 3 de las manzanas. Ahora tiene 7 manzanas. Cuántas manzanas tenía Huang antes de comerse esas manzanas? Problem C Problema C Ms. Nixon had some flowers. Rosa gave her 6 more flowers. Now she has 10 flowers. How many flowers did Ms. Nixon have to start with? La Sra. Nixon tenía flores. Rosa le dio 6 flores más. Ahora tiene 10 flores. Cuántas flores tenía la Sra. Nixon al comienzo? Problem D Problema D There were some kittens in a basket. Then 5 kittens got out of the basket. Now there are 2 kittens in the basket. How many kittens were in the basket at the start? Había unos gatitos en una canasta. Después, 5 gatitos se salieron de la canasta. Ahora hay 2 gatitos en la canasta. Cuántos gatitos había en la canasta al comienzo? Problem E Problema E There were some horses in a barn. Then 4 more horses came into the barn. Now there are 11 horses in the barn. How many horses were in the barn first? Había caballos en el granero. Después, 4 caballos más llegaron al granero. Ahora hay 11 caballos en el granero. Cuántos caballos había en el granero al comienzo? Problem F Problema F Mr. Lentz had some cookies. He gave 8 cookies to his children. Now he has 12 cookies. How many cookies did Mr. Lentz have to start with? El Sr. Lentz tenía galletas. Le dio 8 galletas a sus hijos. Ahora tiene 12 galletas. Cuántas galletas tenía el Sr. Lentz al comienzo?

127 Cut along dotted lines. Twelve cards are provided. Question Mark Cards Tarjetas de signo de interrogación????????????

128 Part-Part-Whole Problems Problemas parte-parte-entero Activity 1: Making a Part-Part-Whole Mat Materials: 1. Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate) Parte-parte-entero: Tarjetas de entero desconocido Painter s tape or masking tape 1. Create a part-part-whole mat on the floor using painter s tape. Each box should measure large enough for several students to stand in each box. Label each box with a P or a W. P P W 2. Display and read one problem aloud. Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? Is there an action in this problem? How do you know? Hay alguna acción en este problema? Cómo lo sabes? How many are in one part? How many are in the other part? Cuántos(as) hay en una parte? Cuántos(as) hay en la otra parte? Do we know the total number of? Do we know the parts of the set of? Sabemos el número total de? Conocemos las partes del conjunto de? 3. Prompt students to stand in the boxes to represent the known parts on the part-part-whole representation. How did you know the number of students needed to represent the situation? Cómo supiste el número de estudiantes que se necesitaba para representar la situación? 4. Ask, How can we determine the number of? Cómo podemos encontrar el número de? 5. Prompt the students representing the parts to move to the whole box. What do the students in the whole represent? How do you know? Qué representan los estudiantes en el entero? Cómo lo sabes? 6. Repeat steps 2-5 for the remaining problems. Look/listen for: Understanding the parts and the whole in a word problem Using strategies to solve the part-part-whole word problem

129 Part-Part-Whole: Whole Unknown Cards Tarjetas de parte-parte-entero: Entero desconocido Cut along dotted lines. *Problem A Problema A The zoo has 5 brown snakes and 4 black snakes. How many brown and black snakes are at the zoo? El zoológico tiene 5 serpientes color café y 4 serpientes negras. Cuántas serpientes cafés y negras hay en el zoológico? *Problem B Problema B Two polar bears and 3 brown bears are napping on the rocks. How many bears are napping on the rocks? Dos osos polares y 3 osos cafés están haciendo siesta en las rocas. Cuántos osos están haciendo siesta en las rocas? *Problem C Problema C There are 6 birds and 2 squirrels in a tree. How many animals are in the tree? Hay 6 pájaros y 2 ardillas en un árbol. Cuántos animales hay en el árbol? *Problem D Problema D There are 6 adult sea lions and 1 baby sea lion swimming in the water. How many sea lions are swimming in the water? Hay 6 lobos marinos adultos y un 1 lobo marino bebé nadando en el agua. Cuántos lobos marinos están nadando en el agua? Problem E Problema E Eight big tigers and 4 small tigers are napping on the grass. How many tigers are napping on the grass? Ocho tigres grandes y 4 tigres pequeños están haciendo siesta en el césped. Cuántos tigres están haciendo siesta en el césped? Problem F Problema F There are 9 monkeys in the tree and 7 monkeys by the water. How many monkeys are there altogether? Hay 9 monos en el árbol y 7 monos cerca del agua. Cuántos monos hay en total? *Kindergarten (quantities up to 10)

130 Activity 2: Using a Part-Part-Whole Mat Materials: Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate) Parte-parte-entero: Tarjetas de entero desconocido Part-Part-Whole: Part Unknown Cards Grade 1 Parte-parte-entero: Tarjetas de parte desconocida: Primer grado Part-Part-Whole Mat Tapete de parte-parte-entero Counters 1. Display and read one problem aloud. Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? Is there an action in this problem? How do you know? Hay alguna acción en este problema? Cómo lo sabes? Do we know the total number of? Do we know the parts of the set of? Sabemos el número total de? Conocemos las partes del conjunto de? How many are in one part? Cuántos9as) hay en una parte? How many are in the other part? Cuántos(as) hay en la otra parte? How many are in the whole? Cuántos(as) hay en el entero? 2. Prompt the students to use counters to represent the given part(s) and/or whole on the Part-Part-Whole Mat. Tapete de parte-parte-entero How did you know the number of counters needed to represent the situation? Cómo sabías el número de objetos para contar que se necesitan para representar la situación? 3. Ask, How can we determine the number of? Cómo podemos encontrar el número de? 4. Prompt students to use the Part-Part-Whole Mat Tapete de parte-parte-entero and counters to solve the problem. 5. Repeat steps 1-4 for the remaining problems. Look/listen for: Understanding the parts and the whole in a word problem Using strategies to solve the part-part-whole word problem

131 Part-Part-Whole: Part Unknown Cards Grade 1 Tarjetas de parte-parte-entero: Parte desconocida Primer grado Cut along dotted lines. Problem A Problema A Twelve birds are sitting in a tree. Seven of the birds are blue. The rest of the birds are red. How many red birds are sitting in the tree? Doce pájaros están sentados en un árbol. Siete de los pájaros son azules. El resto de los pájaros son rojos. Cuántos pájaros rojos están sentados en el árbol? Problem B Problema B There are 8 giraffes at the zoo. There are 4 giraffes hiding in the trees. How many giraffes are NOT hiding in the trees? Hay 8 jirafas en el zoológico. Hay 4 jirafas escondidas entre los árboles. Cuántas jirafas NO están escondidas entre los árboles? Problem C Problema C There are 16 bears at the zoo. There are 10 black bears. The rest of the bears are brown bears. How many brown bears are at the zoo? Hay 16 osos en el zoológico. Hay 10 osos negros. El resto de los osos son cafés. Cuántos osos cafés hay en el zoológico? Problem D Problema D Nine zebras are in the petting zoo. Six of the zebras are adults. The rest of the zebras are babies. How many baby zebras are in the petting zoo? Hay nueve cebras en el zoológico. Seis de las cebras son adultas. El resto de las cebras son bebés. Cuántas cebras hay en el zoológico? Problem E Problema E There are 14 animals in the trees. Five of the animals are squirrels. The rest of the animals are monkeys. How many monkeys are in the trees? Hay 14 animales en los árboles. Cinco de los animales son ardillas. El resto de los animales son monos. Cuántos monos hay en los árboles?

132 Part-Part-Whole Mat Tapete parte-parte-entero Whole Entero Part Parte Part Parte

133 Activity 3: Bridging to a Strip Diagram Grade 1 Materials: Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate) Parte-parte-entero: Tarjetas de entero desconocido Part-Part-Whole: Part Unknown Cards Grade 1 Parte-parte-entero: Tarjetas de parte desconocida: Primer grado Part-Part-Whole Mat Tapete de parte-parte-entero Part-Part-Whole Running Record Registro contínuo de parte-parte-entero Counters 1. Display and read one problem aloud. Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? Is there an action in this problem? How do you know? Hay alguna acción en este problema? Cómo lo sabes? Do we know the total number of? Do we know the parts of the set of? Sabemos el número total de? Conocemos las partes del conjunto de? How many are in one part? Cuántos(as) hay en una parte? How many are in the other part? Cuántos(as) hay en la otra parte? How many are in the whole? Cuántos(as) hay en el entero? 2. Prompt students to record the given quantity for the part(s) and/or whole in the appropriate rectangle and to place a question mark in the rectangle with the unknown on the Part-Part-Whole Parteparte-entero recording sheet. 3. Prompt students to use counters to represent the given part(s) and/or whole on the Part-Part-Whole Mat. Tapete de parte-parte-entero How did you know the number of counters needed to represent the situation? Cómo sabías el número de objetos para contar que se necesitan para representar la situación? 4. Prompt students to look at the Part-Part-Whole Parte-parte-entero recording sheet. Point to the strip diagram and ask, What does this picture look like? A qué se parece este dibujo? Questions: What do you notice about this picture? Qué notas acerca de este dibujo? What does this picture look similar to? A qué se parece este dibujo? What might the line represent? Qué crees que representa la línea? 5. Say, This model is called a strip diagram. A este modelo se le llama un diagrama de tiras Prompt students to record the number of the part(s) and/or whole in the appropriate rectangle and to place a question mark in the appropriate place on the strip diagram. For example: 5? Ask, How can we determine the number of? Cómo podemos encontrar el número de? Prompt students to solve the problem.

134 7. Repeat steps 1-6 for the remaining problems. Look/listen for: Understanding the parts and the whole in a word problem Using strategies to solve the part-part-whole word problem

135 Part-Part-Whole Parte-parte-entero Part Parte Part Parte Whole Entero Answer Respuesta Part-Part-Whole Parte-parte-entero Part Parte Part Parte Whole Entero Answer Respuesta

136 Part-Part-Whole Running Record Registro Contínuo de parte-parte-entero Name Problem Whole Unknown Part Unknown Tools Used to Solve Problem Addition and Subtraction Strategy Explanation Answer F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS F C P NS M DM/CA DM/R CO CB FS CE IE W P NS Tools: F Fingers C Concrete objects P Pictures NS Number sentence M Mental math Strategy Codes: DM/CA Direct modeling with counting all DM/R Direct modeling with removal CO Counting on CB Counting back FS Fact strategy Explanation Codes: CE Correct explanation IE Incorrect explanation W Words P Pictures NS Number sentence

137 Comparison Problems: Grade 1 Problemas de comparación: Primer grado Activity 1: Comparison Problems Difference Unknown Materials: Difference Unknown Cards Set A Tarjetas de diferencia desconocida grupo A 1. Display and read aloud one problem. Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? Is there an action in this problem? How do you know? Hay alguna acción en este problema? Cómo lo sabes? o How many are in one set? Cuántos(as) hay en un conjunto? How many are in the other set? Cuántos(as) hay en el otro conjunto? 2. Prompt students to represent each given quantity by making two straight lines facing one another. How did you know the number of students needed to represent the situation? Cómo supiste el número de estudiantes que se necesitaba para representar la situación? 1. Ask, How can we determine the difference between and? Cómo podemos encontrar la diferencia entre y? 3. Prompt students to look at each other s lines and shake hands with the person across from them. Questions: Is everyone shaking a hand? Why or why not? Están todos dándose la mano? Por qué o por qué no? How many students do not have a hand to shake? What do these students represent in the problem? Cuántos estudiantes no tienen a quién darle la mano? Qué representan estos estudiantes en el problema? 4. Repeat steps 1-4 using the remaining word problems. Look/listen for: Modeling the comparison of two sets with the difference unknown Using strategies to solve the comparison problem

138 Difference Unknown Cards Tarjetas de diferencia desconocida Set A Conjunto A Cut along dotted lines. Problem A Problema A Cooper has 10 books. Naomi has 7 books. How many more books does Cooper have than Naomi? Cooper tiene 10 libros. Naomi tiene 7 libros. Cuántos libros más tiene Cooper que Naomi? Problem B Problema B There are 8 ducks in the pond. There are 6 geese in the pond. How many fewer geese are in the pond than ducks? Hay 8 patos en la laguna. Hay 6 gansos en la laguna. Cuántos gansos menos que patos hay en la laguna? Problem C Problema C Victor has 12 stickers. Kendra has 9 stickers. How many more stickers does Victor have than Kendra? Victor tiene 12 calcomanías. Kendra tiene 9 calcomanías. Cuántas calcomanías más tiene Victor que Kendra? Problem D Problema D Xavier has 6 pencils. Emery has 12 pencils. How many more pencils does Emery have than Xavier? Xavier tiene 6 lápices. Emery tiene 12 lápices. Cuántos lápices más tiene Emery que Xavier? Problem E Problema E There are 8 chocolate cookies and 14 sugar cookies on a plate. How many fewer chocolate cookies than sugar cookies are on the plate? Hay 8 galletas de chocolate y 14 galletas de azúcar en un plato. Cuántas galletas menos de chocolate hay en el plato que galletas de azúcar?

139 Activity 2: Comparison Problems: Larger Quantity or Smaller Quantity Unknown Materials: Larger Quantity or Smaller Quantity Unknown Cards Tarjetas de cantidades grandes o pequeñas desconocidas Comparison Mat Tapete de comparación Counters 1. Prompt the student to look at the Comparison Mat. Tapete de comparación Questions: What do you notice? Qué notas? What might the two colors of squares represent? Qué podrían representar los cuadrados de dos colores? 2. Display and read aloud one problem. Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? How many are in one set? Cuántos(as) hay en un conjunto? How many are in the other set? Cuántos(as) hay en el otro conjunto? 3. Prompt students to use the counters to represent the given information. How can you use the Comparison Mat to represent the quantities of the two sets? Cómo se puede usar el Tapete de comparación para representar las cantidades de los dos conjuntos? How many counters should we use to represent each quantity given? Cuántos objetos para contar se debe usar para representar cada cantidad? How can you determine the missing information? Cómo puedes encontrar la información que falta? 4. Prompt students to use the Comparison Mat Tapete de comparación and counters to solve the problem. 5. Repeat steps 2-4 using the remaining word problems. Look/listen for: Modeling the comparison of two sets to determine the larger or smaller unknown Using strategies to solve the comparison problem

140 Comparison Mat Tapete de comparación Cut along the dotted lines and glue or tape the three pieces together where indicated. Glue or tape Glue or tape

141 Larger Quantity or Smaller Quantity Unknown Cards Tarjetas de Cantidades grandes o pequeñas desconocidas Cut along dotted lines. Problem A Problema A Hunter has 12 baseballs. He has 5 more baseballs than Ana. How many baseballs does Ana have? Hunter tiene 12 pelotas de béisbol. Él tiene 5 pelotas más que Ana. Cuántas pelotas tiene Ana? Problem B Problema B Gabriel has 13 marbles. He has 4 fewer marbles than Ariana. How many marbles does Ariana have? Gabriel tiene 13 canicas. Él tiene 4 canicas menos que Ariana. Cuántas canicas tiene Ariana? Problem C Problema C Julián has 10 crayons. Zoey has 5 more crayons than Julián. How many crayons does Zoey have? Julian tiene 10 crayones. Zoey tiene 5 crayones más que Julian. Cuántos crayones tiene Zoey? Problem D Problema D There are 14 hawks in the sky. There are 6 fewer eagles than hawks in the sky. How many eagles are soaring in the sky? Hay 14 halcones en el cielo. Hay 6 menos aguilas que halcones en el cielo. Cuántos aguilas están volando por el cielo? Problem E Problema E There are 14 cows on the farm. There are 6 fewer cows than chickens on the farm. How many chickens are on the farm? Hay 14 vacas en la granja. Hay 6 vacas menos que pollos en la granja. Cuántos pollos hay en la granja?

142 Activity 3: Comparison Problems: Bridging to a Strip Diagram Materials: Difference Unknown Cards Set B Tarjetas de diferencias desconocidas conjunto B Linking cubes Paper Pencil 1. Display and read aloud one problem. Questions: What do you know? Qué sabes? What do you need to know? Qué necesitas saber? How many are in one set? Cuántas(os) hay en un conjunto? How many are in the other set? Cuántas(os) hay en el otro conjunto? 2. Prompt students to represent the given information in the problem using one color of linking cubes to represent one quantity and a second color of linking cubes to represent the other quantity. Questions: How many linking cubes should we use to represent the quantities given in the problem? Cuántos cubos enlazados deberíamos usar para representar las cantidades de un problema? How can you use linking cubes to determine the missing information? Cómo se puede usar los cubos enlazados para encontrar la información que falta? 3. Ask, How can we determine the difference? Cómo podemos encontrar la diferencia? 4. Prompt students to use the linking cubes to solve the problem. Say, Let us make a picture called a strip diagram. Vamos a hacer un dibujo que se llama diagrama de tiras 5. Prompt students to lay the linking cubes sideways on a blank sheet of paper and trace around the entire block of linking cubes with a pencil. How many linking cubes did you trace? Cuántos cubos enlazados trazaste? 6. Prompt students to remove the linking cubes and record the quantities represented inside the rectangles created ? 7. Ask, How can we show the difference between these two quantities? Cómo podemos mostrar la diferencia entre estas dos cantidades? Prompt students to place a question mark to show the unknown difference (see the example above). Questions: How did you determine the difference? Cómo encontarste la diferencia? What was the difference between and? Cuál es la diferencia entre y? Which part of the picture represents the difference? Qué parte del dibujo representa la diferencia?

143 8. Repeat steps 1-7 using the remaining word problems. Look/listen for: Modeling the comparison of two sets to determine the unknown difference Using strategies to solve the comparison problem Extension: The activity may be repeated using the Comparing: Larger Quantity or Smaller Quantity Unknown Cards. Comparando: Tarjetas de cantidades grandes o pequeñas desconocidas

144 Cut along dotted lines. Difference Unknown Cards Set B Tarjetas de diferencia desconocida conjunto B Problem A Problema A John has 15 toy cars. Marcus has 9 toy cars. How many more cars does John have than Marcus? John tiene 15 carritos de juguete. Marcus tiene 9 carritos de juguete. Cuántos carritos más tiene John que Marcus? Problem B Problema B Mina has 8 candies. Sondra has 12 candies. How many fewer candies does Mina have than Sondra? Mina tiene 8 caramelos. Sondra tiene 12 caramelos. Cuántos caramelos menos tiene Mina que Sondra? Problem C Problema C There are 7 dogs and 9 cats in the kennel. How many more cats are in the kennel than dogs? Hay 7 perros y 9 gatos en la jaula. Cuántos gatos más que perros hay en la jaula? Problem D Problema D There are 16 pennies and 5 nickels in the piggy bank. How many fewer nickels than pennies are in the piggy bank? Hay 16 monedas de un centavo y 5 monedas de cinco centavos en la alcancía. Cuántas monedas menos de cinco centavos hay que monedas de un centavo en la alcancía? Problem E Problema E Anh has 4 pet mice. Daniela has 11 pet mice. How many more mice does Daniela have than Anh? Anh tiene 4 ratoncitos de mascotas. Daniela tiene 11 ratoncitos de mascotas. Cuántos ratoncitos más tiene Daniela que Anh?

145 Activity 4: Comparison Problems: Using a Strip Diagram Materials: Difference Unknown Cards Set A Tarjetas de diferencia desconocida conjunto A Difference Unknown Cards Set B Tarjetas de diferencia desconocida conjunto B Larger Quantity or Smaller Quantity Unknown Cards Tarjetas de cantidades grandes o pequeñas desconocidas Comparison Comparación Linking cubes 1. Display and read aloud one problem. Questions: Is there an action in this problem? How do you know? Hay alguna acción en este problema? Cómo lo sabes? What do you know? Qué sabes? What do you need to know? Qué necesitas saber? How many are in one set? Cuántas(os) hay en un conjunto? How many are in the other set? Cuántas(os) hay en el otro conjunto? 2. Prompt students to use linking cubes to represent the given quantities. How did you determine the number of linking cubes needed to represent the situation? Cómo encontraste el número de cubos enlazados que se necesitan para representar la situación? 3. Prompt students to record the given quantities in the appropriate rectangle and to place a question mark in the rectangle with the unknown on the Comparison comparación recording sheet. For example: 12 5? Ask, How can we determine? Cómo podemos encontrar? Prompt students to use linking cubes to solve the problem. 4. Repeat steps 1-4 for the remaining problems. Look/listen for: Modeling the comparison of two sets to determine the unknown difference, larger quantity unknown, or smaller quantity unknown Using strategies to solve the comparison problem

146 Larger Quantity Cantidad más grande Comparison Comparación Smaller Quantity Cantidad más pequeña Difference Diferencia Strip Diagram Answer Respuesta Larger Quantity Cantidad más grande Comparison Comparación Smaller Quantity Cantidad más pequeña Difference Diferencia Strip Diagram Answer Respuesta

147 Comparing Running Record Regsitro Contínuo de comparación Name Problem Difference Unknown Larger Quantity Unknown Smaller Quantity Unknown Tools Used to Solve Problem Addition and Subtraction Strategy Explanation Answer F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS F C P NS M DM/M CO CB FS CE IE W P NS Tools: F Fingers C Concrete objects P Pictures NS Number sentence M Mental math Strategy Codes: DM/M Matching CO Counting on CB Counting back FS Fact strategy Explanation Codes: CE Correct explanation IE Incorrect explanation W Words P Pictures NS Number sentence

148 4-2-1 Addition and Subtraction Suma y resta Materials: 4-2-1: Solving Addition and Subtraction Problems Kindergarten Resolviendo problemas de suma y resta Kindergarten 4-2-1: Solving Addition and Subtraction Problems First Grade Resolviendo problemas de suma y resta Primer gardo 1. Prompt students to make a group of four. 2. Display and read the problem aloud. 3. Prompt students to work together to solve the problem. 4. Prompt students to split into two groups of two. 5. Display and read the problem aloud. 6. Prompt students to work together to solve the problem. 7. Prompt students to work alone for the next problem. 8. Display and read the problem aloud. Question: Were the objects in the problem being joined together or separated? How do you know? Se estaban juntando o separando los objetos en el problema? Cómo lo sabes? Look/listen for: Modeling the action of joining sets of objects or separating sets of sets from a set of objects Understanding of the parts and the whole in a word problem Modeling the comparison of two sets with the difference unknown Strategies to determine the unknown in a word problem

149 4-2-1: Solving Addition and Subtraction Problems Resolviendo problemas de suma y resta Kindergarten Group of 4 Grupo de 4 Carter had 7 gumballs. Jason gave him 4 more gumballs. How many gumballs does Carter have now? Carter tenía 7 chicles. Jason le dio 4 chicles más. Cuántos chicles tiene ahora Carter? Group of 2 Grupo de 2 Mr. Hudson has 10 stickers. He gave 5 stickers to Miguel. How many stickers does Mr. Hudson have now? El Sr. Hudson tiene 10 calcomanías. Él le dio 5 calcomanías a Miguel. Cuántas calcomanías tiene el Sr. Hudson ahora? On My Own! Yo solo! Molly has 6 pink gumballs and 3 white gumballs. How many gumballs does Molly have in all? Molly tiene 6 chicles rosados y 3 blancos. Cuántos chicles tiene Molly en total?

150 4-2-1: Solving Addition and Subtraction Problems Resolviendo problemas de suma y resta First Grade Primer grado Group of 4 Grupo de 4 Toby has 20 crayons. Twelve of the crayons are yellow, and the rest of the crayons are green. How many of Toby s crayons are green? Toby tiene 20 crayones. Doce de los crayones son amarillos y el resto de los crayones son verdes. Cuántos de los crayones de Toby son verdes? Group of 2 Grupo de 2 Juan had 3 stickers. He had 5 fewer stickers than Audrey. How many stickers does Audrey have? Juan tenía 3 calcomanías. Él tenía 5 calcomanías menos que Audrey. Cuántas calcomanías tiene Audrey? On My Own! Yo solo! Taylor had some cookies. She gave 10 cookies to her friends. Now Taylor has 8 cookies. How many cookies did Taylor have to start with? Taylor tiene algunas galletas. Le dio 10 galletas a sus amigas. Ahora Taylor tiene 8 galletas. Cuántas galletas tenía Taylor al principio?

151 Generate and Solve Problem Situations Grade 1 Generar y resolver problemas primer grado Activity 1: Generate Problem Situations Materials: Generate and Solve Problem Situations Generar y resolver problemas primer grado Number Sentence Cards 1 per student tarjetas de ecuaciones Sentence Frames optional Marcos de oraciones Tape or glue Counters 1. Prompt students to tape or glue one Number Sentence Card tarjetas de ecuaciones on Generate and Solve Problem Situations. Generar y resolver problemas primer grado 2. Prompt each student to generate a problem situation using the given number sentence. The Sentence Frames Marcos de oraciones may be provided as needed. Questions: Where is the unknown in your number sentence? Dónde está lo desconocido en tu ecuación? What will be the unknown in your problem? Why? Cuál sería lo desconocido en tu problema? Por qué? When you act out your problem, does it match the number sentence? Why or why not? Cuando actúas un problema, representa tu ecuación? Por qué? Por qué no? 3. Prompt students to trade Generate and Solve Problem Situations Generar y resolver problemas with their partners. 4. Prompt students to use the double ten frame and counters to solve their partner s problem. Questions: How did you use the double ten frame and counters to solve the problem? Cómo usaste el marco de diez doble y los objetos para contar para resolver el problema? Why did you use it this way? Por qué lo usaste de esta forma? 5. Prompt students to record the answer. 6. Prompt students to return the paper to its owner. 7. Prompt students to verify the solution to his or her own problem situation. Question: How do you know your partner s answer is correct? Cómo sabes que la respuesta de tu compañero está correcta? Look/listen for: Describing the action, relationship, or comparison taking place in the problem Generating a word problem that matches the given number sentence, describing the action, relationship, or comparison taking place in the problem Generating a word problem that matches the given number sentence, describing the calculation used to determine the unknown Use of an appropriate method to solve the problem situation

152 Number Sentence Cards Tarjetas de ecuaciones Cut along the dotted lines. Two sets of cards are provided

153 Sentence Frames Marcos de oración Cut along the dotted lines. Jamaal had toy cars. He found toy cars. Jamaal tenía carritos de juguete. Él encontró carritos de juguete. How many toys cars Cuántos carritos de juguete?? Maria had cookies. She ate some of the cookies. Now she María tenía galletas. Ella se comió algunas de las galletas. has cookies. How many cookies Ahora tiene galletas. Cuántas galletas?? There are dogs. dogs are brown. dogs are Hay perros. perros son color café. perros son white. How many dogs blancos. Cuántos perros?? Mr. Brooks has pencils. Ms. Saenz has pencils. El Sr. Brooks tiene lápices. La Sra. Saenz tiene lápices. How many Cuántos??

154 Number Sentence Oración numérica Generate and Solve Problem Situations Generar y resolver problemas Word Problem Problema Double Ten Frame Marco de diez doble Answer Respuesta

155 Activity 2: Generate, Represent, and Solve Problem Situations Materials: Generate a Problem Cards 1 per group of students Tarjetas de generar y resolver problemas Picture Cards 1 per group of students (optional) Tarjetas de imágenes Large piece of manila paper or chart paper Markers 1 per group 1. Arrange students in groups of 3 or 4 students. Provide each group with a Generate a Problem Card. Tarjetas de generar y resolver problemas 2. Prompt students to use the Generate a Problem Card Tarjetas de generar y resolver problemas to generate a word problem that can be represented by the number sentence. Picture Cards Tarjetas de imágenes may be distributed, as needed, to help students determine a context for the problem situation. Questions: Where is the unknown in your number sentence? Dónde está lo desconocido en tu ecuación? What will be the unknown in your problem? Why? Cuál sería lo desconocido en tu problema? Por qué? 3. Prompt students to record the problem situation at the top of the paper. 4. Review students problem situations and provide feedback and support as needed. 5. Prompt students to post their problems on the wall and to stand next to their respective problems. 6. Distribute one marker to each group. 7. Prompt students to rotate clockwise to the next problem. 8. Prompt students to read the problem and then represent the problem using a pictorial model. Question: What picture or model can you use to represent the problem? Why is this a reasonable choice? Qué imagen o modelo podrías usar para representar el problema? Por qué es esa una elección razonable? 9. Prompt students to rotate clockwise to the next problem. 10. Prompt students to read the problem and then represent the problem using a number sentence. Questions: What number sentence can you use to represent the problem? Does it represent an action, relationship, or comparison in the problem or the calculation needed to determine the unknown? Qué ecuación puedes usar para representar el problema? Representa una acción, relación, o comparación en el problema o el cálculo necesario para encontrar lo desconocido? How can you represent the unknown in your number sentence? Cómo puedes representar lo desconocido en tu ecuación? 11. Prompt students to rotate clockwise to the next problem. 12. Prompt students to read and then solve the problem. Questions: How did you solve the problem? Why? Cómo resolviste el problema? Por qué? How does your process match the number sentence? Cómo representa tu proceso la ecuación? 13. Prompt students to return to their original problems and to verify the representations and solution. Prompt students to make modifications and/or corrections as needed.

156 Questions: Is the number sentence on the paper the same as the number sentence you used to generate the problem situation? Why or why not? Es la ecuación en el papel igual a la ecuación que usaste para generar el problema? Por qué o por qué no? What is a different method that can be used to solve the problem? Qué otro método se puede usar para resolver el problema? Look/listen for: Describing the action, relationship, or comparison taking place in the problem Generating a word problem that matches the given number sentence, describing an action, relationship, or comparison taking place in the problem Generating a word problem that matches the given number sentence, describing the calculation used to determine the unknown Use of an appropriate method to solve the problem situation

157 Generate a Problem Cards Tarjetas para generar problemas Cut along the dotted lines. Two sets of cards are provided

158 Cut along the dotted lines. Picture Cards Tarjetas de imágenes Stickers Beads Books Cupcakes Pennies Stickers Beads Books Cupcakes Pennies

159 Fact Card Sort Ordenar tarjetas de sumas Materials: Fact Card Sort Ordenar tarjetas de sumas Fact Cards Tarjetas de sumas Scissors Tape or glue 1. Prompt students to create a group of Fact Cards Tarjetas de sumas that share a common attribute. Note: More than one group is possible. The focus of this activity is on number relationships. Students should not determine sums at this time. 2. Prompt students to place the grouped cards in the rectangle on Fact Card Sort. Ordenar tarjetas de sumas Note: Students may tape the cards into the rectangle, or they may write the facts in the rectangle provided. 3. Prompt students to explain why they grouped the facts together. Questions: Which facts did you group together? Qué sumas agrupaste juntas? What do these facts have in common? Qué tienen en común estas sumas? 4. Steps 1-4 may be repeated using the remaining Fact Cards Tarjetas de sumas to create an additional group of cards that share a common attribute.

160 Fact Card Sort Ordenar tarjetas de sumas Which Fact Cards belong together? Why? Qué tarjetas de sumas pertenecen juntas? Por qué? I grouped these facts together because I grouped these facts together because Yo agrupé estas sumas juntas porque Yo agrupé estas sumas juntas porque

161 Fact Cards Tarjetas de sumas Cut along the dotted lines. Two sets of cards provided

162 One More or Less, Two More or Less Facts Sumas y restas de uno más o menos, y de dos más o menos Activity 1: Using a Number Path for Addition Facts Materials: +1 or +2 Fact Cards Tarjetas de sumas de +1 ó +2 Number Path Camino numérico Counters - 1 per student Prompt students to select a +1 or +2 Fact Card. Tarjetas de sumas de +1 ó Prompt students to place a counter on one of the addends of the fact card on the Number Path. Camino numérico Question: Where did you place your counter? Why? Dónde colocaste tu objeto? Por qué? 2. Prompt students to use their Number Path Camino numérico and counter to determine the sum represented by the fact. Question: How did you use the Number Path and counter to determine the sum? Cómo usaste el Camino numérico y los objetos para encontrar la suma? 3. Repeat steps 2 and 3 several times using different +1 or +2 Fact Cards. Tarjetas de sumas de +1 ó +2 Look/listen for: Appropriate use of counting on to add one more or two more Use of counting on from the largest addend to add one more or two more Activity 2: Using a Number Path for Subtraction Facts Materials: 1 or 2 Fact Cards Tarjetas de restas de -1 ó -2 Number Path Camino numérico Counters - 1 per student Prompt students to select a 1 or 2 Fact Card. Tarjetas de restas de -1 ó Prompt students to place a counter on the first number, the minuend, of their fact on the Number Path. Camino numérico Question: Where did you place your counter? Why? Dónde colocaste tu objeto? Por qué? 2. Prompt students to use their Number Path Camino numérico and counter to determine the difference represented by the fact. Question: How did you use the Number Path and counter to determine the difference? Cómo usaste el Camino numérico y los objetos para encontrar la diferencia? 3. Repeat steps 2-3 several times using different 1 or 2 Fact Cards. Tarjetas de restas de -1 ó -2 Look/listen for: Appropriate use of counting back to subtract one less or two less

163 Cut along dotted lines. +1 or +2 Fact Cards Tarjetas de sumas de +1 ó

164 Cut along dotted lines

165 Number Path Camino numérico Number Path Camino numérico

166 Cut along dotted lines. 1 or 2 Fact Cards Tarjetas de restas de -1 ó

167 Activity 3: Creating Facts Materials: Spin a Fact Gira una suma o una resta Spinners: Spinner One and Spinner Two Ruedas: Rueda uno y rueda dos 1 large paper clip 1. Prompt students to use a paper clip to spin the spinner on Spinner One. Rueda uno 2. Prompt students to record the number in the start position. 3. Prompt students to use a paper clip to spin the spinner on Spinner Two. Rueda dos 4. Prompt students to record the number in the change position. 5. Prompt students to solve and record the sum or difference. 6. Repeat steps 1-5 to complete Spin a Fact. Gira una suma o una resta Questions: What do you notice about the sum and the start number when the other addend is 1? Qué notas acerca la suma y el número del comienzo cuando el otro sumando es 1? What do you notice about the sum and the start number when the other addend is 2? Qué notas acerca la suma y el número del comienzo cuando el otro sumando es 2? What do you notice about the difference and the start number when 1 is removed from a number? Qué notas acerca la diferencia y el número del comienzo cuando se quita el 1 del número? What do you notice about the difference and the start number when 2 is removed from a number? Qué notas acerca la diferencia y el número del comienzo cuando se quita el 2 del número? Look/listen for: Appropriate use of counting on to add one more or two more Appropriate use of counting back to subtract one less or two less

168 Spin a Fact Gira una suma o una resta + = = + = = + = = Spin a Fact Gira una suma o una resta + = = + = = + = =

169 Spinners Ruedas Spinner 1: Spinner 2:

170 Adding or Subtracting Zero Facts Sumando o restando con cero Activity 1: Using a Part-Part-Whole Mat for Addition Facts Materials: Part-Part-Whole Mat Tapete de parte-parte-entero Adding Zero Fact Cards Tarjetas para sumar con cero Counters Prompt students to select an Adding Zero Fact Card. Tarjeta para sumar con cero 1. Prompt students to use counters to represent each addend for their fact in the Parts of the Part- Part-Whole Mat. Tapete de parte-parte-entero Questions: Why did we represent the two addends in the part sections of the mat? Por qué representamos los dos sumandos en la sección de parte en el tapete? How do you represent an addend of zero? Cómo representas un sumando de cero? Prompt students to determine the sum by moving the counters from the Parts to the Whole on the Part-Part-Whole Mat. Tapete de parte-parte-entero Questions: What is represented by the counters in the Whole? Qué representan los objetos para contar en el entero? How did you determine the sum? Cómo encontraste la suma? 2. Repeat steps 1-2 using a different Adding Zero Fact Card. Tarjeta de sumar cero Question: What do you notice about the relationship between the sums and the addends when one addend is a zero? Qué notas acerca de la relación entre las sumas y los sumandos cuando un sumando es cero? Look/listen for: Understanding a change of zero means the part and the result are the same value

171 Activity 2: Using a Part-Part-Whole Mat for Subtraction Facts Materials: Part-Part-Whole Mat Tapete de parte-parte-entero Subtracting Zero Fact Cards Tarjetas para restar con cero Counters Prompt students to select a Subtracting Zero Fact Card. Tarjeta para restar con cero 1. Prompt students to use counters to represent the first number, the minuend, of their fact in the Whole of the Part-Part-Whole Mat. Tapete de parte-parte-entero Question: Why did we represent the number in the whole section of the mat? Por qué representamos los dos sumandos en la sección de entero en el tapete? Prompt students to determine the difference by moving the quantity represented by the second number, the subtrahend, from the Whole to one of the Parts on the Part-Part-Whole Mat. Tapete de parte-parte-entero Question: What do we move if the number we are subtracting is zero? Why? Qué movemos si un número que estamos restando es cero? Por qué? 2. Prompt students to move the remaining counters that represent the difference to the other Part. Questions: What is represented by the counters in each Part? Qué representan los objetos para contar en cada parte? How did you determine each difference? Cómo encontraste cada diferencia? 3. Repeat steps 1-2 using a different Subtracting Zero Fact Card. Tarjetas para restar con cero Look/listen for: Understanding a change of zero means the part and the result are the same value

172 Part-Part-Whole Mat Tapete de parte-parte-entero

173 Cut along dotted lines. Adding Zero Fact Cards Tarjetas para sumar con cero

174 Subtracting Zero Fact Cards Tarjetas para restar con cero Cut along dotted lines

175 Activity 3: Justifying Sums and Differences Materials: Adding Zero Fact Cards Tarjetas para sumar con cero Subtracting Zero Fact Cards Tarjetas para restar con cero Facts with Zero Picture Cards Tarjetas de imágenes de sumas y restas con cero Prompt students to select one Adding Zero Fact Card Tarjetas para sumar con cero or one Subtracting Zero Fact Card. Tarjetas para restar con cero 1. Prompt students to match the Fact with Zero Picture Card Tarjetas de imágenes de sumas y restas con cero that shows the sum or difference. Questions: How did you determine the sum or difference? Cómo encontraste la suma o la diferencia? How does the picture justify your answer? Cómo justifica tu respuesta la imagen? Repeat steps 1-2 using a different Adding Zero Fact Card Tarjetas para sumar con cero or different Subtracting Zero Fact Card. Tarjetas para restar con cero Look/listen for: Understanding a change of zero means the part and the result are the same value

176 Facts with Zero Picture Cards Tarjetas de imágenes de sumas y restas con cero Cut along dotted lines.

177 Activity 1: Make 10 Using a Rekenrek Ten Facts Sumas de diez Materials: Ten Fact Cards Tarjetas de sumas de diez Rekenrek 1. Prompt students to select a Ten Facts Card. Tarjetas de sumas de diez 2. Prompt students to use a rekenrek to model the fact. Questions: How many beads did you use on the top row of the rekenrek? Cuántas cuentas usaste en la fila de arriba de tu rekenrek? How many beads did you use on the bottom row of the rekenrek? Cuántas cuentas usaste en la fila de abajo de tu rekenrek? What do you notice about the top and bottom rows on your rekenrek? Qué notas acerca de las filas de arriba y abajo en tu rekenrek? What is another way to show the fact on the rekenrek? Cuál es otra forma de mostrar la suma en el rekenrek? 3. Prompt students to use a rekenrek to determine the sum. Questions: How did you use the beads on the rekenrek to determine the sum for your fact? Cómo usaste las cuentas en el rekenrek para encontrar la suma? Which two numbers made 10? How is 10 represented on the rekenrek? Qué dos números forman 10? Cómo se representa 10 en el rekenrek? 4. Repeat steps 1-3 using a different Ten Facts Card. Tarjetas de sumas de diez Look/listen for: Appropriate strategies for determining the sum of 10, such as seeing 10 as the sum of all the beads on the top row

178 Ten Fact Cards Tarjetas de sumas de diez Cut along the dotted lines. Two sets of cards are provided

179 Activity 2: Make 10 Using Ten Frame Cards Materials: Fill the Ten Frame Llena el marco de diez Number Spinner Rueda de números 1 large paper clip Markers - 3 different colors 1. Prompt students to use a paper clip to spin the spinner on Number Spinner. Rueda de números Prompt students to use one color of marker to make dots on Fill the Ten Frame Llena el marco de diez to represent the first addend. Question: How is the number you spun represented on the ten frame? Cómo se representa el número que salió en la rueda en el marco de diez? Prompt students to record the addend in the number sentence under the ten frame on Fill the Ten Frame Llena el marco de diez using the same marker. 2. Prompt students to determine the number that should be added to make 10. Question: You spun. How much more do you need to make 10? Te salió en la rueda. Cuánto más necesitas para formar 10? 3. Prompt students to use a different colored marker to make enough dots to fill the ten frame. 4. Prompt students to record the second addend in the number sentence under the ten frame on Fill the Ten Frame Llena el marco de diez using the same marker. 5. Prompt students to record the sum in a third color to complete the number sentence for their ten frame. 6. Repeat steps 1-7 to make more addition facts with sums to 10. Look/listen for: Appropriate strategies for determining the sum of 10, such as seeing a filled 10 frame and knowing the sum is 10 without having to count Connections between the ten frame and the fact s number sentence Note: This activity can be also be completed using counters on the Fill the Ten Frame Llena el marco de diez instead of markers.

180 Number Spinner Rueda de números

181 Fill the Ten Frame Llena el marco de diez + = + = + = + = + = + =

182 Activity 3: Fishing for Ten Materials: Digit Cards Tarjetas de dígitos (or playing cards with face cards removed) 1. Arrange students in pairs. 2. Prompt students to decide who is Partner A and who is Partner B. 3. Prompt students to mix up the cards and deal three Digit Cards Tarjetas de dígitos to each player. 4. Prompt students to place the remaining cards in a pile face down. 5. Prompt students to determine if any two cards in their hands can be added together to make 10. If so, prompt the student to place the two cards face up in front of him or her and to draw two more Digit Cards. Tarjetas de dígitos 6. Prompt Partner A to choose one Digit Card Tarjeta de dígito in his or her hand and to determine the number needed to make Prompt Partner A to ask Partner B if he or she has a card with the number needed to make a 10. If a 10 is made, Partner A should place the two cards face up in front of him or her and then it is Partner B s turn. If a 10 is not made, Partner A should draw a card from the pile and then it is Partner B s turn. 8. Continue until no cards are left or no more tens can be made. Look/Listen for: Appropriate strategies for determining the sum of 10, such as visualizing one addend on a ten frame and determining the number needed to make 10 Appropriate strategies for determining the sum of 10, such as composing and decomposing 10 into the given addend to determine the missing part or addend Note: The activity can be repeated using Ten Frame Cards Tarjetas de marco de diez instead of digit cards to help those students who still need pictorial representations to experience success.

183 Digit Cards Tarjetas de dígitos Cut along the dotted lines

184 Decompose, Then Make 10 Facts Descomponer, después formar sumas de 10 Activity 1: Decompose, Then Make 10 Using a Double Ten Frame Materials: Double Ten Frame Mat Tapete de marco de diez doble Decompose, Then Make 10 Fact Cards Descomponer, después formar sumas de 10 Counters 1. Prompt students to choose one Decompose, Then Make 10 Fact Card. Descomponer, después formar sumas de 10 Prompt students to use counters to represent the addends on the ten frames on the Double Ten Frame Mat. Tapete de marco de diez doble 2. Prompt students to compare the value of the two numbers using the counters on the ten frame. Questions: Which ten frame is close to 10? Cuál marco de diez está cerca a diez? How many counters do we need to move from the other ten frame to make 10 on this ten frame? Cuántos objetos para contar necesitamos mover del otro marco de diez para formar 10 en este marco? 3. Prompt students to determine the sum using the Double Ten Frame Marco de diez doble and counters. Questions: How did you break apart to make 10 with the other addend? Cómo partiste para formar 10 con el otro sumando? How many counters are left on the ten frame after you made 10 on one of the ten frames? Cuántos objetos para contar quedan en el marco de diez después de que formaste 10 en uno de los marcos de diez? What is the sum of 10 and? Cuál es la suma de 10 y? How does making a ten help to determine the sum of and? Cómo te ayuda el formar un diez para encontrar la suma de y? 4. Repeat steps 1-4 using a different Decompose, Then Make 10 Fact Card. Descomponer, después formar sumas de 10 Look/listen for: Understanding that addends can be decomposed and composed without affecting the sum. Connections between decomposing one addend to make 10 before adding and the original addition fact.

185 Double Ten Frame Mat Tapete de marco de diez doble

186 Cut along the dotted lines. Decompose, Then Make 10 Fact Cards Descomponer, después formar sumas de

187 Activity 2: Decompose, Then Make 10 Using a Rekenrek Materials: Decompose, Then Make 10 Fact Cards Descomponer, después formar sumas de 10 Rekenrek 1. Prompt students to choose one Decompose, Then Make 10 Fact Card. Tarjetas para descomponer, después formar sumas de Prompt students to use the rekenrek to represent the addends. For example: Question: How did you represent the two addends on the rekenrek? Cómo representaste los dos sumandos en el rekenrek? 3. Prompt students to determine the sum by making a 10 on the rekenrek. Questions: How did you decompose to make 10? Cómo descompusiste para formar 10? I decomposed the six beads from the bottom row into five and one. I left five beads on the bottom row and added one bead on the top row make 10. How did you see the group of ten on the rekenrek? How many more beads are there than 10? Cómo viste el grupo de diez en el rekenrek? Cuántas cuentas más de 10 hay? I saw the top row as a group of 10 and the five additional beads on the bottom row. Or, I saw that the 10 red beads made a group of 10 and there are 5 more white beads. or What is the sum of 10 and? Cuál es la suma de 10 y? How did making a 10 help to determine the sum of and? Cómo el formar 10 te ayuda a encontrar la suma de y? Repeat steps 1-3 using a different Decompose, Then Make 10 Fact Card. Descomponer, después formar sumas de 10 Look/listen for: Understanding addends can be decomposed and composed without affecting the sum Connections between decomposing one addend to make 10 to add and the original addition fact

188 Activity 3: Decompose, Then Make 10 Materials: Using Tens Usando decenas 1. Provide each student with Using Tens. Usando decenas 2. Model a think-aloud process to create a visual model for the fact I can use the 8 to make a 10. Puedo usar el 8 para formar 10. Eight is only 2 away from 10, so I need to decompose 6 into 2 plus a number. Ocho es solo 2 menos que 10, entonces tengo de descomponer 6 en 2 más un número. Six decomposes into 2 and 4. Seis se descompone en 2 y Now I can make 10 with 8 and 2. Ahora puedo formar 10 con 8 y To determine the sum of 8 and 6, I can add 10 and 4. The sum is 14. Para encontrar la suma de 8 y 6, puedo sumar 10 y 4. La suma es Ask, How are the facts 10 plus 4 and 8 plus 6 related? Cómo están relacionadas las sumas 10 más 4 y 8 más 6? 4. Prompt students to use the Decompose, Then Make 10 Descomponer, después formar sumas de 10 strategy to complete Using Tens. Usando decenas Note: Students may use the Decompose, Then Make 10 Fact Cards Descomponer, después formar sumas de 10 to generate more facts to practice this strategy.

189 Using Tens Usando decenas Look at the examples below. Mira los ejemplos de abajo Use the example to help you decompose one of the numbers to make a 10. Usa el ejemplo para que te ayude a descomponer uno de los números para formar

190 Activity 1: Using a Doubles Mat Doubles and Near Doubles Facts Sumas dobles y cerca a dobles Materials: Doubles Mat Tapete de dobles Doubles Fact Cards Tarjetas de sumas dobles Near Doubles Fact Cards Tarjetas de sumas cerca a dobles Counters 1. Prompt students to choose one Doubles Fact Cards. Tarjetas de sumas dobles 2. Prompt students to use counters to represent the addends on the Doubles Mat Tapete de dobles by placing one addend on the top row and the other addend on the bottom row. Questions: What do you notice about the counters on the Doubles Mat? Qué notas acerca de los objetos para contar en el tapete de dobles? Why do you think we call this a doubles fact? Por qué crees que le llamamos sumas dobles? 3. Prompt each student to determine the sum using his or her Doubles Mat Tapete de dobles and counters. Questions: How can you use counting or skip counting to determine the sum? Cómo puedes usar el contar de uno en uno o saltando para encontrar la suma? How can visualizing the Doubles Mat and the counters used to represent a fact help you to remember the sum? Cómo te puede ayudar el visualizar el tapete de dobles y los objetos para contar que representan la suma a recordar la suma? 4. Repeat steps 1-3 using different Doubles Fact Cards. Tarjetas de sumas dobles Look/listen for: Appropriate strategy to find the sum of doubles facts, such as counting, skip counting, or recall. The activity can be repeated using Near Doubles Fact Cards. Tarjetas de sumas cerca a dobles Questions: What do you notice about the counters on the Doubles Mat? Qué notas acerca de los objetos para contar en el tapete de dobles? Why do you think we call this a doubles fact? Por qué crees que le llamamos sumas dobles?

191 Doubles Mat Tapete de dobles Doubles Mat Tapete de dobles

192 Doubles Fact Cards Tarjetas de sumas dobles Cut along the dotted lines. Two sets are provided

193 Near Doubles Fact Cards Tarjetas de sumas cerca a dobles Cut along the dotted lines

194 Activity 2: Matching Doubles and Near Doubles Facts Materials: Doubles Cards Tarjetas de dobles Near Doubles Cards Tarjetas de sumas cerca a dobles 1. Prompt students to match the Doubles Cards Tarjetas de dobles that can be used to help determine the sum of the fact on the Near Doubles Card. Tarjetas de sumas cerca a dobles For example: = 4, so =. Questions: Which doubles fact did you match to the near doubles fact? Qué sumas dobles emparejaste con la suma de cerca a doble? Why did some of the doubles facts match to more than one near doubles fact? Por qué algunas de las sumas dobles se pueden emparejar mejor con más de una suma cerca a dobles? Why do you think these facts are called near doubles? Por qué crees que estas sumas se llaman cerca a dobles? 2. Prompt students to determine the sum. Question: How did you use the doubles fact to help you determine the sum of each near doubles fact? Cómo usaste las sumas dobles para ayudarte a encontrar la respuesta de cada sumas cerca a dobles? Look/listen for: Use of a known doubles fact to determine the sum of a near doubles fact such as adding one to the double s sum or removing one from the double s sum

195 Doubles Cards Tarjetas de dobles Cut along dotted lines , 2 2 4, 3 3 6, 4 4 8, , , , , ,

196 Near Doubles Cards Tarjetas de cerca a dobles so 2 1. so 1 2. so 2 3. so 3 2. so 3 4. so 4 3. so 4 5. so 5 4. so 5 6. so 6 5.

197 so 6 7. so 7 6. so 7 8. so 8 7. so 8 9. so 9 8.

198 Activity 3: Matching Doubles and Near Doubles Facts Materials: Doubling Facts Sumas dobles Number cubes - 2 per pair 1. Arrange students in pairs. 2. Prompt each student to roll one number cube. 3. Prompt each student to double the number he or she rolled to create a doubles fact. Question: How could you create a doubles fact using the number? Cómo podrías crear sumas dobles usando el número? 4. Prompt each student to shade a box on Doubling Facts Sumas dobles above the number that represents the sum of the doubled addend. 5. Prompt students to repeat steps 2-4 until one person has shaded five rectangles for one sum on Doubling Facts. Sumas dobles Look/listen for: Appropriate use of mental models for doubles facts to determine the sum Appropriate use of known doubles fact to determine the sum

199 Doubling Facts Sumas dobles Doubling Facts Sumas dobles

200 Think Addition Piensa en la suma Activity 1: Think Addition Using a Beaded Number Line Materials: Think Addition Using a Beaded Number Line Piensa en la suma usando una recta numérica con cuentas Beaded number line 1. Display a subtraction number sentence. For example: Prompt students to think about a related addition fact for the selected subtraction problem that could help us find the difference. Record the addition number sentence. For example: Say, Think, plus what number is equal to? Piensa, más qué número es igual a? 4. Prompt students to use a beaded number line to count on from the subtrahend to minuend to model think addition to determine the difference. For example: Ask, How many beads did you count to get to 12? Cuántas cuentas contaste para llegar a 12? 6. Prompt students to complete the statement: plus is equal to. For example: 8 plus 4 is equal to Display an open number line. Ask, How can we show on the open number line that plus is equal to? Cómo podemos mostrar en la recta numérica abierta que más es igual a? 8. Use an open number line to model how the beaded number line was used as a think addition strategy. For example: Record the missing addend and the missing difference for the related facts. For example: Prompt students to complete the statement: To find the difference of and, I can think addition. I know plus is equal to. For example: To find the difference of 12 and 8, I can think addition. I know 8 plus 4 is equal to Prompt students to select one subtraction problem from Think Addition Using a Beaded Number Line and Piensa en la suma usando una recta numérica con cuentas y repeat the process of using a beaded number line, creating an open number line model, and recording the missing difference and addend to solve different subtraction facts.

201 Questions: How does thinking with addition help you solve a subtraction fact? Cómo te puede ayudar el pensar en la suma a resolver una resta? How can the beaded number line help you determine the unknown? Cómo te puede ayudar la recta numérica con cuentas a encontrar lo desconocido? How are the numbers in these two facts related? Cómo están relacionadas esta suma y resta?

202 Think Addition Using a Beaded Number Line Piensa en la suma usando una recta numérica con cuentas

203 Activity 2: Think Addition Using Frames Materials: Think Addition with Ten Frames Piensa en la suma usando marcos de diez Ten Frame Marco de diez Think Addition with Double Ten Frames Piensa en la suma usando marcos de diez dobles Double Ten Frame Marcos de diez dobles Counters 1. Prompt students to select one subtraction problem from Think Addition with Ten Frames. Piensa en la suma usando marcos de diez For example: Prompt students to think about a related addition fact for the selected subtraction problem. For example: Prompt students to use counters to represent the addend on the Ten Frame. Marcos de diez For example: 4. Ask, plus what number is equal to? más qué número es igual a? For example: 6 plus what number is equal to 10? 5. Prompt students to use counters to determine the missing addend that completes the related addition fact. 6. Prompt students to record the missing addend and the missing difference for the related facts on the card. Questions: How does thinking with addition help you solve a subtraction fact? Cómo el pensar en la suma te puede ayudar a resolver una resta? How can the dots on the ten frame help you determine the unknown? Cómo te pueden ayudar los puntos en el marco de diez a encontrar lo desconocido? What do you notice about the numbers in the subtraction fact and the addition fact? Qué notas acerca de los números en la resta y en la suma? How are the numbers in these two facts related? Cómo están relacionadas los números en esta suma y resta? Repeat the activity for Think Addition with Double Ten Frames. Piensa en la suma usando marcos de diez dobles

204 Think Addition with Ten Frames Piensa en la suma usando marcos de diez