The purpose of this activity is for students to develop fluency as they find the values of addition and subtraction expressions within 5.

• “¿De qué maneras distintas se muestra ‘3 y 2’ en su hoja para colorear?” // “What are the different ways that ‘3 and 2’ is shown on your coloring page?” ( , .)
• “¿Cómo pueden mostrar de otra manera que ‘3 y 2’ es 5?” // “How could you show that ‘3 and 2’ is 5 in a different way?” (I could show ‘3 and 2’ is 5 on my fingers or with dominoes or with counters.)
• “¿Pueden pensar en una manera de formar 4 que no se muestre en la hoja para colorear?” // “Can you think of a way to make 4 that isn’t shown on the coloring page?” (2 dots and 2 dots, 5 dots with 1 crossed out)

The purpose of this activity is for students to sort compositions and decompositions of numbers to 5 represented as expressions. Students find the values of expressions as they sort the cards into groups by total. This sorting task gives students opportunities to analyze expressions closely and make connections (MP2, MP7).

• Invite a student to share how they sorted the cards.
• “¿En qué se parecen todas las expresiones de este grupo?” // “What is the same about all of the expressions in this group?" (They all have a value of 2.)
• Display the card showing  .
• “Hablen con su compañero de esta expresión. ¿Cuál es el valor de esta expresión?” // “Tell your partner about this expression. What is the value of this expression?" (2 and 3. The expression shows 5.)
• “¿Qué otras expresiones también forman 5?” // “What other expressions also make 5?" (  and  )
• “ ,   y   son maneras de formar 5” //  “ ,   and   are all ways to make 5."

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from five centers introduced in previous units. Students can choose to work at any previously introduced stage of these centers:

• 5-Frames
• Roll and Add
• Bingo
• Geoblocks
• Find the Value of Expressions

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

• “¿Qué pueden hacer para trabajar con éxito en los centros? ¿Qué pueden hacer sus compañeros para ayudarlos a trabajar con éxito? ¿Qué puede hacer su profesor?” // “What can you do to be successful when working in centers? What can your partner(s) do to help you be successful? What can your teacher do?”