This Warm-up prompts students to carefully analyze and compare expressions and equations. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students use to talk about the characteristics of expressions and equations. During the Activity Synthesis, students find the value of each expression and see each written as an equation.
Launch
Groups of 2
Display the expressions and the equation.
“Escojan 3 grupos de números y signos que vayan juntos. Prepárense para compartir por qué van juntos” // “Pick 3 sets of numbers and signs that go together. Be ready to share why they go together.”
1 minute: quiet think time
Activity
“Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
2–3 minutes: partner discussion
Share and record responses.
Student Task Statement
¿Cuáles 3 van juntos?
A
B
C
D
Student Response
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Advancing Student Thinking
Activity Synthesis
“Encontremos el valor de cada expresión” // “Let’s find the value of each expression.”
Find the value and write each as an equation.
Activity 1
10 mins
Las cuatro esquinas: Totales y diferencias
Standards Alignment
Building On
Addressing
K.OA.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
The purpose of this activity is for students to fluently add and subtract within 5. Students look at the expression on their card and move quickly to the corner that is labeled with the correct answer. There are 16 expression cards included in the blackline master.
MLR8 Discussion Supports. Invite students to read the expression card aloud to each partner. Listen for and clarify any questions about the expressions. Advances: Conversing
Launch
Give each student a card.
“Encuentren el valor de la expresión que está en su tarjeta. Vayan a la esquina que está marcada con el valor de la expresión” // “Find the value of the expression on your card. Go to the corner that is labeled with the value of the expression.”
Activity
30 seconds: independent work time
“Busquen un compañero en su esquina. Muéstrenle su tarjeta y díganle cómo encontraron el valor de su expresión” // “Find a partner in your corner. Show them your card and tell them how you found the value of your expression.”
2 minutes: partner discussion
“Regresen al centro del salón. Intercambien su tarjeta con un compañero” // “Walk back to the center of the room. Trade your card with a partner.”
Repeat the steps above 3 or 4 times, as time allows.
Student Task Statement
None
Student Response
None
Advancing Student Thinking
Activity Synthesis
Display the expression .
“Noah vio esta expresión y fue a la esquina que estaba marcada con un 4. ¿Lo hizo bien? ¿Cómo lo saben?” // “Noah saw this expression and went to the corner labeled 4. Was he correct? How do you know?” (No, because this is 3 take away 1 and that is 2.)
“¿Por qué piensan que él fue a la esquina que estaba marcada con un 4?” // “Why do you think he went to the corner labeled 4?” (He might have thought it was instead of .)
Activity 2
15 mins
Comparemos expresiones
Standards Alignment
Building On
Addressing
K.CC.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
The purpose of this activity is for students to compare totals or differences of expressions. Students may add or subtract to find the value or they may decide which expression is greater, based on reasoning about operations or the number sequence (MP7). For example, students know that 4+1 is greater than 4−3 because one expression is adding to 4 and the other is taking away from 4. As a variation, the student whose card has an expression with a lesser value takes both cards.
Engagement: Develop Effort and Persistence. Invite students to agree on a set amount of wait time before yelling out “Me!” For example, each student flips over a card, waits 15 seconds, and then shares their statement. Supports accessibility for: Social-Emotional Functioning, Attention
Launch
Groups of 2
Give each group of students a set of cards.
Invite each student to make a pile with half of the cards.
Ustedes y su compañero van a voltear cada uno una tarjeta. Miren ambas expresiones. Si su expresión muestra el número que es más, digan ‘¡Yo!’ y luego explíquenle a su compañero cómo lo saben. Si ambas expresiones muestran el mismo número, digan ‘¡El mismo!’” // “You and your partner each will flip over a card. Look at both expressions. If your expression shows the number that is more, say, ‘Me!’ and then explain to your partner how you know. If both expressions show the same number, both partners say, ‘Same!’”
Display two cards: and .
“¿Cuál expresión muestra un número que es más?” // “Which expression shows a number that is more?” ( is more than . I know that because 4 and 1 more is 5, which is more than 2.)
Activity Synthesis
Display cards with and .
“Cuéntenle algo a su compañero sobre estas expresiones usando las palabras ‘menos’ o ‘el mismo número que’” // “Tell your partner about these expressions, using ‘less’ or ‘the same number as.’” ( is the same number as . Both are 2.)
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.
Launch
Groups of 2
“Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Task Statement
Escoge un centro.
Tableros de 5
Bingo
Encuentra el valor de expresiones
Lanza y suma
Bloques sólidos geométricos
Activity Synthesis
“Cuéntenle a su compañero sobre alguna vez en la que hayan usado una herramienta matemática como ayuda en los centros. ¿Cómo les ayudó la herramienta?” // “Tell your partner about a time when you used a math tool to help you during centers. How did the tool help you?”
Lesson Synthesis
“Hoy encontramos el valor de algunas expresiones y comparamos expresiones” // “Today we found the values of expressions and compared expressions.”
Invite students to stand up on the carpet.
“Yo voy a decir y a escribir un número o una expresión. Su tarea consiste en formar grupos con el número correcto de estudiantes. Si no pueden encontrar un grupo, quédense en la mitad de la alfombra. Si necesitan a otra persona en su grupo, busquen a alguien en la mitad de la alfombra” // “I’m going to say and write a number or expression. Your job is to work together to get into groups of the correct number. If you can’t find a group, stand in the middle of the carpet. If you need another person in your group, find someone in the middle of the carpet.”
“Formen grupos de 3” // “Get into groups of 3.”
“Formen grupos de ” // “Get into groups of .”
“Formen grupos de ” // “Get into groups of .”
“Formen grupos de 4” // “Get into groups of 4.”
“Formen grupos de 2” // “Get into groups of 2.”
“Formen grupos de ” // “Get into groups of .”
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