• “¿Cuáles son las 2 partes que ves en el tablero de 10?” // “What 2 parts do you see on the 10-frame?” 
• “¿Cuáles son las 2 partes que ves en cada ecuación? ¿Puedes encontrar una ecuación que muestre las mismas partes que ves en el tablero de 10?” // “What 2 parts do you see in each equation? Can you find an equation that shows the same parts that you see in the 10-frame?”

• Invite students to share which equation they matched to the first three 10-frames.
• As students share, ask:
  • “¿Cuántas fichas hay en este tablero de 10?” // “How many counters are on this 10-frame?” (10)
  • “¿Cuáles son las 2 partes que ven?” // “What are the 2 parts that you see?” (5 yellow and 5 red)
  • “Hay 10 fichas: 5 fichas amarillas y 5 fichas rojas. 10 es 5 más 5” // “There are 10 counters, 5 yellow counters and 5 red counters. 10 is 5 plus 5.”
  • Invite students to chorally repeat these equations in unison 1–2 times.

The purpose of this activity is for students to represent equations on fingers. In this activity, students become more comfortable recognizing and representing compositions and decompositions of 10 on their fingers. In future lessons, students may choose to use their fingers to help them find the number that makes 10 when added to a given number. In the Activity Synthesis, students consider how 2 different drawings can represent the same equation.

• Write .
• Display a set of hands with 8 fingers colored blue and 2 fingers colored red.
• Display a set of hands with 8 fingers colored red and 2 fingers colored blue.
• “¿En qué se parecen la manera en la que Elena coloreó sus manos y la manera en la que Tyler coloreó las suyas? ¿En qué son diferentes?” // “What is the same about how Elena and Tyler colored their hands? What is different about them?” (They both colored 8 and 2. Elena colored 8 blue and 2 red. Tyler colored 8 red and 2 blue.)

The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.

Students choose from any previously introduced stage from these centers:

• Shake and Spill
• Counting Collections
• Roll and Add

• “¿Cuál centro escogieron hoy? ¿En qué mejoraron mientras trabajaban en el centro?” // “Which center did you choose today? What did you get better at while working in the center?”