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K-5 Grado 1 Unit 5 Lesson 5

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•K-5 Math 6-8 Math 9-12 Math

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Kínder •Grado 1 Grado 2 Grado 3 Grado 4 Grado 5

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Unit 1 Unit 2 Unit 3 Unit 4 •Unit 5 Unit 6 Unit 7 Unit 8

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 •Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14

K-5
6-8
9-12

Kínder
Grado 1
Grado 2
Grado 3
Grado 4
Grado 5

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14

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IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Lesson 5

Warm-up Activity 1 Activity 2 Activity 3

Unit 5, Lesson 5

Formemos una decena

Grado 1

Warm-up

Cuántos ves: Muchos tableros de 10

¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?

Ten frames. 3 full. Below, ten frame. 5 red counters, 5 yellow counters.

Ten frames. 4 full. Below, ten frame, 5 red counters, 5 yellow counters.

Ten frames. 4 full, red counters. 1 full, 5 red counters, 5 yellow counters. Below, 3 yellow counters.

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Activity 1

Escojamos una manera de sumar

Encuentra el valor de .
Muestra cómo pensaste. Usa dibujos, números o palabras.

Activity 2

Súmalas, compañero

Muestra cómo pensaste. Usa dibujos, números o palabras.

Ronda de práctica:

Ecuación: __________________________________

Students holding posters with numbers.

Ronda 1

Ecuación: __________________________________

Ronda 2

Ecuación: __________________________________

Ronda 3

Ecuación: __________________________________

Ronda 4

Ecuación: __________________________________

Ronda 5

Ecuación: __________________________________

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Activity 3

El profesor de Tyler

El profesor de Tyler recolectó 37 dólares para la excursión.
Después, alguien trajo 7 dólares más.
¿Cuánto dinero recolectó el profesor de Tyler?
Muestra cómo pensaste. Usa dibujos, números o palabras.
El profesor de Tyler quiere saber cuántos estudiantes hay en el salón.
Hay 8 estudiantes sentados en las mesas.
Hay 26 estudiantes en la alfombra.
¿Cuántos estudiantes hay en el salón?
Muestra cómo pensaste. Usa dibujos, números o palabras.

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Standards Alignment

Building On

Addressing

1.NBT.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.NBT.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.NBT.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.NBT.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

View Full Standard

Building Toward