• “¿En qué se parecen y en qué son diferentes las formas en las que ustedes y sus compañeros sumaron o restaron?” // “What is the same and what is different about how you and your classmates added or subtracted?” (Some of us wrote equations. Some of us made 10 for the addition and subtraction expressions.)
• Display , , .
• “¿Cómo encontró este estudiante la diferencia entre 13 y 6?” // “How did this student find the difference between 13 and 6?” (They broke 6 into 3 and 3. They took 3 from 13 to get to 10, and then took the other 3 away.)
• “¿Por qué es útil buscar formas de obtener un 10 cuando hacemos restas?” // “Why is it helpful to look for ways to get to a 10 when subtracting?” (Once you are at 10, it is easy to subtract another number because we know our ten facts.)

The purpose of this activity is for students to practice adding and subtracting within 20. Students add to find the sum of two numbers, and either add or subtract to find the unknown addend when one addend and the sum are given.

• “En una ronda de ‘Frente a frente’, la pareja de Diego tenía un 3 en su tarjeta. A Diego le dijeron que la suma de sus números era 12. ¿Qué ecuaciones puede usar Diego para descifrar qué número está en su tarjeta?” // “During one round of Heads Up, Diego’s partner had a 3 on their card. Diego was told that the sum of their numbers was 12. What equations can Diego use to figure out what number is on his card?” ( or )
• “Expliquen cuál de estas ecuaciones usarían para encontrar el número desconocido” // “Explain which of these equations you would use to find the unknown number.” (I would use , because it is really easy to count back 3. I would choose , because I prefer adding. I would add 7 to get to 10 and then 2 more.)