SPANISH STUDENT ACTIVITIES: KINDERGARTEN

SPANISHSTUDENT ACTIVITIES:KINDERGARTEN

©2017 Texas Education Agency. All Rights Reserved 2017 Mathematics Achievement Academy, Grades K-1

Count Objects to Five Contar objetos hasta el cinco

Activity 1: Creating a Five Frame

Materials:

0-5 Spinner Rueda para girar del 0-5

Painter’s tape or masking tape

Pencil

Paper clip

1. Create a five frame on the floor using painter’s tape. Each box should measure large enough for a child

to stand in the box (approximately 1 square foot for each box).

2. Ask, “How many spaces do you see?” ¿Cuántos espacios puedes ver?

Use a paper clip to spin the 0-5 Spinner Rueda para girar del 0-5. Ask,

"What number did I spin?” ¿Qué número saqué?

3. Prompt students to represent this number from the spinner on the five frame.

How many students are standing in the five frame?

How many more students are needed to make five? How do you know?

4. Display the following sentence stem for the students to complete orally.

We have ________. We need _______ more to get to five.

Tenemos _____. Necesitamos ____ más para llegar a cinco.

5. Prompt students to fill in the five frame to make five.

6. Repeat steps 2-6 to represent a different number on the five frame.

Extension:

The combinations of composing to five may be recorded as “______ and ______ is 5” to bridge to

addition concepts.


0-5 Spinner Rueda para girar del 0-5


Count Objects to Five Contar objetos hasta el cinco

Activity 2: Representing a Number on a Five Frame

Materials:

Five Frame Marco de cinco

Counters

1. Ask, “How many spaces do you see on the frame?” ¿Cuántos espacios ves en el marco?

2. Prompt students to use counters to represent a given number by saying, “Show me _____.”

Muéstrame ____

How many counters are in the five frame? ¿Cuántos objetos para contar hay en el marco de cinco?

How many more counters are needed to make five? How do you know? ¿Cuántos objetos más para

contar se necesitan para llegar a cinco? ¿Cómo lo sabes?

3. Display the following sentence stem for the students to complete orally.

I have ________. I need _______ more to get to five.

Yo tengo ______. Necesito _____ más para llegar a cinco.

4. Prompt students to fill in the five frame to make five.


Look/listen for:

Students being able to adjust counters without having to remove all of the counters previously

used

Extension:

Ask questions such as, “What is one more than the number on the five frame?” and “What is one

less?” ¿Cuánto es uno más qué el número en el marco de cinco? Y ¿Cuánto es uno menos?

Activity 3: Making Five on a Five Frame

1. Represent a number on the five frame for the students to see. Students may respond orally or in

written form.

How many counters are in the five frame? ¿Cuántos objetos para contar hay en el marco de cinco?

How many more counters are needed to make five? How do you know? ¿Cuántos objetos más para

contar se necesitan para llegar a cinco? ¿Cómo lo sabes?

2. Display the following sentence stem for the students to complete orally or in written form.

I have ________. I need _______ more to get to five.

Yo tengo ______. Necesito _____ más para llegar a cinco.






Count Objects to Ten Contar objetos hasta el diez

Activity 1: Different Representations of Numbers on a Ten Frame

Materials:

Ten Frame

Counters

1. Arrange students in pairs.

2. Ask, “How many spaces do you see on the frame?” and “How is it like the five frame?”

¿Cuántos espacios ves en el marco? Y ¿En qué se parece al marco de cinco?

Look/listen for:

Understanding that a ten frame is composed of two five frames.

3. Display a written number, such as eight, for the class.

What is this number? ¿Qué número es este?

4. Prompt students to build the number on the ten frame with their counters.

Did your partner place the counters in the same boxes as you? ¿Colocó tu compañero los objetos

para contar en los mismos espacios que tú?

If not, did you both represent the same number? How do you know? Si no lo hizo, ¿representaron

los dos el mismo número? ¿Cómo lo sabes?

5. Show students a different representation of eight than that created by the

students.

Does this represent the number eight? Why or why not?

¿Representa esto el número ocho? ¿Por qué o por qué no?

What is another way to represent eight?

¿Cuál es otra forma de representar ocho?

Look/listen for:

Correct representations of the number on the ten frame

Understanding that one may have more than one representation of a number on a ten frame

6. Repeat steps 3-5 to represent a different number.

Activity 2: Representing a Number on a Ten Frame

1. Display a written number, such as seven, for the class.

2. Prompt students to represent the number seven on the ten frame by filling in the top row with five

counters and by placing two counters on the bottom row.

How many counters are on your ten frame? How do you know?

¿Cuántos objetos hay en tu marco de diez? ¿Cómo lo sabes?

How can we use what we know about the top row or five frame to help us

count on to determine the total number of counters placed on the ten

frame?

¿Cómo puedes usar lo que sabes acerca de la fila de arriba o el marco de cinco para que nos ayude

a contar y así encontrar el número de objetos que se colocaron en el marco de diez?

How many more counters are needed to make 10? Why?

¿Cuántos objetos más para contar necesitas para llegar a diez? ¿Por qué?


Look/listen for:

Students counting on from five

Students counting one by one

Students subitizing the quantity

Extension:

Ask, “What is one more than the number on the ten frame?” and “What is one less than the

number on the ten frame?”

¿Cuánto es uno más que el número representado en el marco de diez? Y ¿Cuánto es uno menos

que el número representado en el marco de diez?


Ten Frame Marco de diez

Ten Frame Marco de diez


Working with the Double Ten Frame Trabajando con el marco de diez doble

Possible ideas and questions to ask when working with the double ten frame:

Show me “_____.” Muéstrame _____

What number did you represent on your double ten frame? How do you know? ¿Qué número

representaste en el marco de diez doble?

What number is one more than ? ¿Qué número es uno más que_______?

What number is one less than ? ¿Qué número es uno menos que ______?

How many more counters are needed to fill the bottom ten frame? How do you know? ¿Cuántos

objetos más para contar se necesitan para llenar el marco de diez de abajo? ¿Cómo lo sabes?

How many are needed to make 20? How do you know? ¿Cuántos necesitas para llegar a 20?

¿Cómo lo sabes?

Show me 15. How many tens (full ten frames) do you have? How many ones? Muéstrame 15.

¿Cuántas decenas (marcos de diez llenos) tienes? ¿Cuántas unidades?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


Double Ten Frame Marco de diez doble


Counting with a Rekenrek Contando con un Rekenrek

Materials:

Rekenrek

1. Ask students the following questions:

How many beads do you see? ¿Cuántas cuentas ves?

How many are on the top row? How many are on the bottom row? ¿Cuántas hay en la fila de

arriba? ¿Cuántas hay en la fila de abajo?

2. Say, “Put your beads in the starting position. Show me _____.” Coloca tus cuentas en la posición para

comenzar. Muéstrame _____.

How do you know you represented ______? ¿Cómo sabes qué representaste ____?

How many pushes did you use to create your number? ¿Cuántos empujones usaste para crear tu

número?

Show me a different way to represent _____. Muéstrame una forma diferente para representar

____.

3. Repeat step 2 using a different number.

4. Say, “Put your beads in the starting position. Without touching any beads, put the number ______ in

your mind. When I say, ‘Go,’ represent the number ______ using one push.” Coloca tus cuentas en la

posición para comenzar. Sin tocar las cuentas, coloca el número ____ en tu mente. Cuando diga “YA”

representa el número ____ usando solo un empujón.


How did you decide how to make the number ______ with only one push? ¿Cómo decidiste cómo

formar el número ____ con solo un empujón?

5. Say, “Put your beads in the starting position. Without touching any beads, put the number 12 in your

mind, and when I say, ’Go,’ represent the number 12 using two pushes.” Coloca tus cuentas en la

posición para comenzar. Sin tocar las cuentas, coloca el número 12 en tu mente. Cuando diga “YA”

representa el número 12 usando dos empujones.


How did you decide how to make the number ______ with two pushes? ¿Cómo decidiste cómo

formar el número ____ con dos empujones?

Look/listen for:

Correct representations of the number on the rekenrek

Understanding of a different representation of the same number on the rekenrek

Students counting on from five or 10

Students subitizing the quantity


Recite Numbers Recitar números

Activity 1: Counting Around the Circle

Prompt students to form a circle(s) facing in toward each other.

Select a counting sequence to be practiced, such as counting to 10 by ones.

Prompt a student to start counting around the circle one by one until the last number is reached.

When the last number is reached, all students in the circle clap and the student who recited

the last number sits down.

The next student starts the counting sequence over again, starting at one, until another student

reaches the number at the end of the sequence. Everyone claps and that student also sits down.

Continue repeating the sequence until only one student is left standing and the rest are seated.

Repeat the process by skip counting to 100 using multiples of 10.

Activity 2: Dance It Out

Prompt students to find a space away from their desk, tables, and/or other furniture and face the

front of the classroom.

Inform students they are going to dance it out to 10.

Model and practice the moves with students.

1 – right hand on top of head

2 – left hand on top of head

3 – right hand on right shoulder

4 – left hand on left shoulder

5 – right hand on right hip

6 – left hand on left hip

7 – right hand on right knee

8 – left hand on left knee

9 – right hand touching right foot

10 – left hand touching left foot

Stand up and turn 90 degrees to your left.

Begin the dance sequence and repeat until students are facing the front of the room.

Repeat the dance by starting at 28 and counting to 67. Each number will have a corresponding

body movement. Keep counting forward until students are facing the front of the room, with the

dance ending at 67.

Activity 3: Blast Off

Prompt students to find a space away from their desk, tables, and/or other furniture.

Select a counting sequence, such as reciting numbers backward by ones starting at 10.

Inform students they are going to recite numbers backward from 10 to one. Each time they recite a

number, students will squat down until they reach one. Inform students that they are going to

“blast off” (jump up from squatting position) when they reach one.

Prompt students to begin reciting numbers backward starting at 10 and “blast off” when they reach

one.

Prompt students to squat to the ground.

Inform students they are going to count forward starting at one, slowly moving up to a standing

position to “blast off” at 10. When they reach 10 they will “blast off” (jump up).

Prompt students to begin reciting numbers forward starting at one and “blast off” when they reach

10.

Repeat the process by reciting numbers backward and forward from 50 to zero and from zero to 50

by multiples of five.

Look/listen for:

Students making easy transitions between decades (multiples of 10)

Students counting forward or backward without long pauses


Count Objects Using Skip Counting and Counting On

Contar objetos saltando números (de diez en diez) y contando de uno en uno

Materials:

Wikki Stix® – 11 per pair of students

Laminated folder (optional)

Counters

Grouping:

Partners

1. Prompt each pair of students to use their Wikki Stix® to create 10 circles and one rectangle on a

laminated folder or table.

2. Prompt students to grab a large number of counters.

3. Prompt students to work together to place 10 counters inside each circle. Leftover counters that do not

make a group of 10 should be placed inside the rectangle.

4. Prompt students to determine the total number of counters by skip counting by tens and pointing to

each circle containing 10 counters and then counting on by ones to count the counters in the

rectangle.

Questions:

How many groups of tens (fives or twos) do you have? How many singles in the rectangle do you

have? ¿Cuántos grupos de diez (de cinco o de dos) tienes? ¿Cuántos sencillos tienes en el

rectángulo?

What number will you say when pointing to the first circle? Why? Second circle? Why? ¿Qué

número vas a decir cuando apuntes al primer círculo? ¿Por qué? ¿Al segundo círculo? ¿Por qué?

Why can’t you skip count by another 10 for the counters in the rectangle? ¿Por qué no puedes

contar otra vez de diez en diez para los objetos en el rectángulo?

If we counted the counters by ones, what would be the total number of counters in the set? Si

contáramos los objetos de uno en uno, ¿cuál sería el número total de objetos en el conjunto?

Look/listen for:

Students correctly skip counting and counting on to determine the total number of counters

5. Prompt students to repeat the process with groups of five to practice skip counting by fives and

counting on to determine the total number of counters.

6. Prompt students to repeat the process with groups of two to practice skip counting by twos and

counting on to determine the total number of counters.


Conserve Numbers Conservar números

Activity 1: Treat Time

Materials:

Counters

1. Create two rows of counters as shown below. There should be the same amount of counters in each

row, but one row is spread out.

2. Say, “There once was a teacher who told a student she could have the row of cookies that had the

most to take home as a treat.” Había una vez una maestra que le dijo a un estudiante que podía

llevarse a casa la fila que tuviese más galletas.

Which row of cookies should the student take? ¿Qué fila de galletas debería llevarse el estudiante?

Why? ¿Por qué?

3. Prompt students to answer the question below.

What advice could you give another student who said the rows of cookies had different numbers of

cookies? ¿Qué consejo le podrías dar a otro estudiante que dice que las filas de galletas tienen

diferente número de galletas?

Look/listen for:

Counting the number of counters to determine the total number in each row

Understanding the number is the same regardless of the arrangement or space

4. Repeat the process by creating two groups of counters as shown. There should be the same amount of

counters in each group, but one group is spread out.



Activity 2: Shake, Rattle, and Roll

Materials:

Counters

1. Prompt students to count out a given number of counters. The number can be counted orally or

written as a numeral.

2. Prompt students to pick up the counters and place them in their hands.

3. Prompt students to shake and rattle the counters in their hands and roll (place) the counters back on

the table, making certain they all stay on the table.

How many counters are on the table? How do you know? ¿Cuántos objetos para contar hay en la

mesa?

Did you need to count the counters after you rolled them on the table? Why? ¿Tuviste que contar

los objetos después de rodarlos en la mesa? ¿Por qué?

Look/listen for:

Describing the number of the rolled set as the number of counters originally counted out

Understanding that the counters did not need to be recounted

Understanding the number is the same regardless of the arrangement or space

4. Repeat the process using a different number of counters.



Activity 3: Hidden Counters

Materials:

Counters

Blank piece of paper

1. Display six counters.

How many counters are there? ¿Cuántos objetos para contar hay? Students may respond orally or

in written form.

2. Cover the counters.

How many counters are hidden? How do you know? ¿Cuántos objetos para contar están

escondidos? ¿Cómo lo sabes?

Look/listen for:

Understanding that the total number of counters remains the same

Use of counting on from the number of counters that are visible to determine the number of

counters hidden

3. Repeat steps 1-2 using different numbers.

Extension:

1. Display nine counters.

How many counters are in the set? ¿Cuántos objetos para contar hay en un conjunto? Students

may respond orally or in written form.

2. Cover some of the counters.

How many counters are hidden? How do you know? ¿Cuántos objetos para contar están

escondidos? ¿Cómo lo sabes?

How many counters are there in all? How do you know? ¿Cuántos objetos para contar hay en total?

¿Cómo lo sabes?

Look/listen for:

Understanding that the total number of counters remains the same

Use of counting on from the number of counters that are visible to determine the number of

counters hidden

3. Repeat steps 1-2 using different numbers.


Using Counting to Compare Numbers Contar para comparar números

Activity 1: Comparing Numbers Using Frames Materials:

Five Frame Cards Tarjetas de marco de cinco

Ten Frame and Double Ten Frame Cards Tarjetas de marco de cinco y de marco de diez

doble


2. Prompt each student to turn over a Five Frame Card Tarjeta de marco de diez from his or her set.

3. Prompt partners to compare the numbers represented on the cards.

What number is represented by your five frame? ¿Qué número está representado en tu marco de

cinco?

4. Prompt students to use words to describe the comparison of the two sets. Display or provide sentence

stems.

__________ is more than es más que __________.

__________ is the same number as es el

mismo número que __________.

__________ is less than es menos que __________.

Questions:

How did you determine your comparison statement? ¿Cómo encontraste tu declaración de

comparación?

How are the quantities ___ and ___ alike? How do you know? ¿En qué se parecen las cantidades

___ y ___? ¿Cómo lo sabes?

How are the quantities ___ and ___ different? How do you know? ¿En qué se diferencian las

cantidades ___ y ___? ¿Cómo lo sabes?

o How many more is ___ than ___? ¿Cuánto más es ____ que ____?

o How many less is ___ than ___? ¿Cuánto menos es ____ que ____?

Repeat, as appropriate, using Ten Frame and Double Ten Frame Cards. Tarjetas de marco de

diez y de marco de diez doble

Activity 2: Find a Frame

Materials:


Ten Frame and Double Ten Frame Cards Tarjetas de marco de diez y de marco de diez

doble

1. Prompt each student to turn over one Five Frame Card. Tarjetas de marco de cinco

What number is represented by your five frame? ¿Qué número está representado en tu marco de

cinco?

2. Prompt each student to find a Five Frame Card Tarjeta de marco de cinco that is more than the

number represented on the card he or she turned over.


3. Prompt students to use words to describe the comparison of the two sets shown on the cards in front

of him or her. Sentence stems can be provided.



Questions:


comparación?





How many more is ___ than ___? ¿Cuánto más es ____ que ____?

How many less is ___ than ___? ¿Cuánto menos es ____ que ____?

4. Repeat, as appropriate, using Ten Frame and Double Ten Frame Cards. Tarjetas de marco de

diez y de marco de diez doble



Two sets of cards are provided.


Ten Frame and Double Ten Frame Cards

Tarjetas de marco de diez y de marco de diez doble



Activity 3: Comparing Numbers Using a Rekenrek – Part A

Materials:

Rekenrek Comparisons (optional) Comparaciones de Rekenrek

Individual rekenrek


2. Prompt each student to represent a number of his or her choice on the rekenrek.

3. Prompt each student to show his or her partner the rekenrek and say the name of the represented

number.

What number is represented on your rekenrek? ¿Qué número está representado en tu rekenrek?

4. Prompt students to use words to describe the comparison of the two numbers. Display or provide

sentence stems.


__________ is the same number as es

el mismo número que __________.

__________ is less than es menos es

menos que __________.

Questions:


comparación?







Extension:

Prompt students to circle the beads on the Rekenrek Comparisons page to show the numbers

they represented and the comparisons they made.

For example:


Rekenrek Comparisons Comparaciones de rekenrek


Activity 4: Comparing Numbers Using a Rekenrek – Part B

Materials:

Comparing Numbers Cards Tarjetas para comparar números

Rekenrek


2. Prompt each pair to choose one Comparing Numbers Card. Tarjetas para comparar números

For the blank card, prompt each partner to choose his or her own number up to 20.

3. Prompt students to complete the comparison statement by circling the appropriate statement that

makes the comparison statement true.

For example:

Question:


comparación?

4. Prompt one partner to build the first number (the number on the left-hand side) and the other partner

to build the second number (the number on the right-hand side) on the rekenrek.

What number is represented by your rekenrek? ¿Qué número está representado en tu rekenrek?

5. Prompt students to justify their comparison statement by comparing the numbers represented on the

rekenreks.

For example:

Questions:

How did you use the rekenrek to justify your comparison statement? ¿Cómo usaste el rekenrek

para justificar tu declaración de comparación?







4

is more than

8 is the same number as

is less than


Comparing Numbers Cards Tarjetas para comparar números

Cut along dotted lines.

4

is more tan

es mas que

8 15

is more than

es mas que

18 is the same number as

es el mismo número que

is the same number as


is less than

es menor que

is less than

es menor que

is more than

es mas que

is more than

es mas que





is less than

es menor que

is less than

es menor que

is more than

es mas que

is more than

es mas que





is less than

es menor que

is less than

es menor que

is more than

es mas que

is more than

es mas que





is less than

es menor que

is less than

es menor que

is more than

es mas que

is more than

es mas que





is less than

es menor que

is less than

es menor que

is more than

es mas que

is more than

es mas que





is less than

es menor que

is less than

es menor que


Activity 5: Handful of Cubes Materials:

Linking cubes – 20 per student

Blank paper

Blank Hand (optional) Mano en blanco


2. Prompt each student to trace one of his or her hands on blank paper.

3. Prompt each student to grab a handful of linking cubes.

4. Prompt students to count the number of cubes grabbed and record the number on their traced thumb.

5. Prompt each student to link the cubes to make a linking cube train.

6. Prompt partners to compare their linking cube trains. Display or provide sentence stems.


__________ is the same number as es

el mismo número que __________.


7. Prompt partners to determine who has more linking cubes.

8. Prompt the partner with the greater or larger number of linking cubes to circle the number written on

his or her traced thumb.

If both partners have the same number, allow students to determine how to note that on their

traced thumbs. Some students may circle the numbers on both thumbs. Others may circle neither

of the two numbers. Other students may choose to create a symbol to represent that the same

number was written on both traced thumbs.

Questions:


comparación?







9. Repeat steps 3-8 four times, recording the number in each handful on a different finger.


Blank Hand Mano en blanco


Whole Number Concepts: Conceptos de número entero

Generating Numbers Generando números

Activity 1: Generate a Set Using Objects – Kindergarten

Materials:

Number Cards: Set A – Kindergarten Tarjetas de números: Conjunto A – Kindergarten

More Than and Less Than Mat Tapete de más que y menos que

Counters

1. Prompt students to select one Number Card Tarjeta de número and place the card in the number

column of the More Than and Less Than Mat. Tapete de más que y menos que

2. Prompt students to use counters to represent the number shown on the card and place the counters in

the number column.

What number is represented by your counters? ¿Qué número está representado por tus objetos

para contar?

3. Prompt students to use counters to generate a set that is less than the number and a set that is more

than the number. Place the counters in the appropriate column.

Questions:

How did you generate a set that was less than your number? ¿Cómo generaste un conjunto menor

que tu número?

How did you generate a set that was more than your number? ¿Cómo generaste un conjunto

mayor que tu número?

Look/listen for:

Using objects to count out a number that is more or less than another number, excluding building

onto an existing set for a given number

Appropriate methods to use objects as tools, including building a number, counting on, or taking

one away, that provide indications that a student is transitioning away from solely counting to

comparing two numbers


stems.



Extension:

Pictorial models such as Five Frame, Ten Frame, or Double Ten Frame cards may be used

instead of counters. Marco de cinco, Marco de diez, o Marco de diez doble


Number Cards: Set A – Kindergarten

Tarjetas de número: Conjunto A – Kindergarten


3 5 6 8

9 10 12 14

15 16 17 18

3 5 6 8

9 10 12 14

15 16 17 18


More Than and Less Than Más que y menos que

Less Than

Menos que

Number

Número

More Than

Más que


Activity 1: Generate a Set Using Objects – Grade 1

Materials:

Number Cards: Set A – Grade 1 Tarjetas de números: Conjunto A – Primer grado

More Than and Less Than Mat Tapete de más que y menos que

Counters (linking cubes or base-10 blocks)

1. Prompt students to select one Number Card Tarjeta de número and place the card in the number

column of the More Than and Less Than Mat. Tapete de más que y menos que

2. Prompt students to use counters to represent the number shown on the card and place the counters in

the number column.

What number is represented by your counters? ¿Qué número está representado por los objetos

para contar?

3. Prompt students to use counters to generate a set that is less than the number and a set that is more

than the number. Place the counters in the appropriate column.

Questions:

How did you generate a set that was less than your number? ¿Cómo generaste un conjunto menor

que tu número?

How did you generate a set that was more than your number? ¿Cómo generaste un conjunto

mayor que tu número?

Look/listen for:

Appropriate methods to use objects as tools, including building the number to be compared while

counting on or taking one away in order to make a comparison between two numbers


stems.

__________ is less than __________.

__________ is more than __________.

Extension:

Number Cards Tarjetas de número may be used by selecting one Number Card Tarjeta de

número and then identifying a number that is less than or more than a given number.


Number Cards: Set A – Grade 1

Tarjetas de número: Conjunto A – Primer grado


17 27 34 49

51 60 72 86

93 100 108 112

17 27 34 49

51 60 72 86

93 100 108 112


More Than and Less Than Más que y menos que

Less Than Menos que

Number Número

More Than Más que


Activity 2: More or Less Problems – Kindergarten

Materials:

20 Counters

1. Share the following situation with students.

Ethan has six gumballs. Make a set of gumballs that is more than Ethan’s set of gumballs.

Ethan tiene seis chicles. Haz un conjunto de chicles que sea mayor que el conjunto de chicles

de Ethan.

2. Prompt students to use counters to generate a set that is more than Ethan’s set of gumballs.

Questions:

What number did you make or represent? ¿Qué número formaste o representaste?

How did you determine that your set is more than six? ¿Cómo sabes que tu conjunto es mayor que

seis?

Look/listen for:

Numbers greater than six

Models to justify thinking

Understanding of relative magnitude of numbers

3. Prompt students to use words to describe the comparison of their set to Ethan’s set. Display or provide

sentence stems.

6 is less than es menos que __________.

__________ is more than es más que 6.


Kaylee has 15 stickers. Create a set of stickers that is less than Kaylee’s set of stickers.

Kaylee tiene 15 calcomanías. Crea un conjunto de calcomanías que sea menor que el conjunto

de calcomanías de Kaylee.

5. Prompt students to use counters to generate a set that is less than Kaylee’s set of stickers.

Questions:

What number did you represent? ¿Qué número representaste?

How did you determine that your set is less than 15? ¿Cómo encontraste que tu conjunto es menor

qué 15?

Look/listen for:

Numbers less than 15



6. Prompt students to use words to describe the comparison of their set to Kaylee’s set. Display or

provide sentence stems.

__________ is less than es menos que 15.

15 is more than es más que __________.


Activity 2: More or Less Problems – Grade 1

Materials:

Counters (linking cubes or base-10 blocks)


Ethan has 25 gumballs. Make a set of gumballs that is more than Ethan’s set of gumballs.

Ethan tiene 25 chicles. Forma un conjunto de chicles que sea más que el conjunto de chicles de

Ethan.

2. Prompt students to use counters to generate a set that is more than Ethan’s set of gumballs.

Questions:

What number did you make or represent? ¿Qué número formaste o representaste?

How did you determine that your set is more than 25? ¿Cómo sabes que tu conjunto es más que

25?

Look/listen for:

Numbers greater than 25



3. Prompt students to use words to describe the comparison of their set to Ethan’s set. Display or provide

sentence stems.

25 is less than es menos que __________.

__________ is more than es más que 25.


Kaylee has 32 stickers. Create a set of stickers that is less than Kaylee’s set of stickers.

Kaylee tiene 32 calcomanías. Crea un conjunto de calcomanías que sea menor que el conjunto

de calcomanías de Kaylee.

5. Prompt students to use counters to generate a set that is less than Kaylee’s set of stickers.

Questions:


How did you determine that your set is less than 32? ¿Cómo sabes que tu conjunto es menor que

32?

Look/listen for:

Numbers less than 32



6. Prompt students to use words to describe the comparison of their set to Kaylee’s set. Display or


__________ is less than es menos que 32.

32 is more than es más que __________.


Activity 3: Generate One More or One Less – Kindergarten

Materials:

Number Cards: Set B – Kindergarten Tarjetas de números: Conjunto B

Sticky notes


2. Prompt students to select one Number Card. Tarjeta de número

3. Prompt each student to trade numbers with his or her partner.

4. Prompt students to determine a number that is one less than the number on their card.

5. Prompt students to record the number on a sticky note.

6. Prompt students to verify their answer with their partner.

7. Prompt students to determine a number that is one more than the number on their card.

8. Prompt students to record the number on a different sticky note.

9. Prompt students to use words to describe their numbers. Display or provide sentence stems.

__________ is one less than

es uno menos que __________.

__________ is one more than

es uno menos que __________.

Questions:

How did you determine the number that is one less than your number?

¿Cómo encontraste el número que es uno menos que tu número?

How did you determine the number that is one more than your number?

¿Cómo encontraste el número que es uno mayor que tu número?

Look/listen for:

Appropriate methods to generate a number that is one more or one less



Number Cards: Set B – Kindergarten

Tarjetas de números: Conjunto B - Kindergarten


2 4 6 7

8 10 11 12

13 15 17 19

2 4 6 7

8 10 11 12

13 15 17 19


Activity 3: Generate More or Less – Grade 1

Materials:

Number Cards: Set B – Grade 1 Tarjetas de números: Conjunto B – Primer grado

Sticky notes


2. Prompt students to select one Number Card. Tarjeta de número

3. Prompt each student to trade numbers with his or her partner.

4. Prompt students to determine a number that is less than the number on their card.

5. Prompt students to record the number on a sticky note.

6. Prompt students to verify their answer with their partner.

7. Prompt students to determine a number that is greater than the number on their card.

8. Prompt students to record the number on a different sticky note.

9. Prompt students to use words to describe their numbers. Display or provide sentence stems.

__________ is less than

es menos que __________.

__________ is greater than

es mayor que __________.

Questions:

How did you determine the number that is less than your number?

¿Cómo encontraste el número menor que tu número?

How did you determine the number that is greater than your number?

¿Cómo encontraste el número mayor que tu número?

Look/Listen for:

Appropriate methods to generate a number that is greater than or less than another number



Number Cards: Set B – Grade 1

Tarjetas de número: Conjunto B – Primer grado


18 25 34 42

50 66 79 81

93 99 103 110

18 25 34 42

50 66 79 81

93 99 103 110


Activity 4: Generate One More or One Less Problems

Materials:

Paper or sticky notes


It took Ruben 14 minutes to walk around the track. What is one minute less than 14 minutes?

Le tomó 14 minutos a Rubén caminar alrededor de la pista de carrera. ¿Cuánto es un minuto

menos que 14 minutos?

2. Prompt students to determine and record the number that is one less than 14.

Questions:


How did you determine the number that is one less than 14? ¿Cómo encontraste el número que es

uno menos que 14?

Look/listen for:

Appropriate methods to generate a number that is one less than the given number

Understanding of relative magnitude of number

3. Prompt students to use words to describe the relationship between the two numbers. Display or


__________ is one less than 14.

es uno menos que 14.

4. Share the following situation with students:

Landon has nine cookies. What is one more than nine cookies?

Landon tiene nueve galletas. ¿Cuánto es uno más que nueve galletas?

5. Prompt students to determine and record the number that is one more than nine.

Questions:


How did you determine a number that is one more than nine cookies? ¿Cómo encontraste el

número que es uno más que 14?

Look/listen for:

Appropriate methods to generate a number that is one more than the given number


6. Prompt students to use words to describe the relationship between the two numbers. Display or


__________ is one more than 9.

es uno más que 9.


Activity 5: Make It Greater

Materials:

Make It Greater Hazlo mayor

Number cubes

1. Prompt students to roll three number cubes.

2. Choose two of the numbers to create a two-digit number.

3. Record this number in the first box.

4. Roll the three number cubes again and use two of the numbers to create a number that is greater than

the beginning number.

5. Continue until a greater number cannot be made with the number cubes or you reach the end of the

line.

Questions:

How did you decide which two digits to use to create your original two-digit number?

¿Cómo decidiste cuáles dos dígitos usar para crear tu número original de dos dígitos?

How did you generate a number greater than the previous number?

¿Cómo generaste un número mayor que el número anterior?

Look/listen for:

Appropriate methods to generate a number greater than a given number


Student Name: Nombre del estudiante _____________________________

Make It Greater Hazlo mayor

Starting Principio

Starting Principio

Starting Principio


Whole Number Concepts: Conceptos de número entero

Using Magnitude to Compare Numbers Usar magnitudes para comparar números

Activity 1: Comparing Numbers Using a Beaded Number Line

Materials:

Comparing Numbers Using a Beaded Number Line Cards Comparando números usando

tarjetas de recta numérica con cuentas

Beaded number line


2. Prompt students to choose one Comparing Numbers Using a Beaded Number Line Card.

Comparando números usando tarjetas de recta numérica con cuentas

3. Prompt one partner to build the first number and the other partner to build the second number using

the beaded number line.

4. Prompt partners to compare their numbers using the beaded number line.

Questions:

Which is the greater number? Which is the lesser number? ¿Cuál es el número mayor? ¿Cuál es

el número menor?

How many sets of ten were represented by each of your numbers? ¿Cuántos conjuntos de diez

fueron representados por cada uno de tus números?

Which number had the greater number of tens? ¿Qué número tenía la mayor cantidad de

decenas?

5. Prompt students to complete the comparison statement by circling the appropriate phrase that makes

each comparison statement true.

Questions:

How can you use the beaded number line to compare two numbers?

¿Cómo puedes usar la recta numérica con cuentas para comparar los dos números?

How can counting the number of sets of ten help you compare two numbers?

¿Cómo el contar los conjuntos de diez te puede ayudar a comparar los dos números?

Extensions:

For the blank card, prompt each partner to choose his or her own number up to 120.

Two beaded number lines may be joined to represent numbers greater than 100.


Comparing Numbers Using a Beaded Number Line Cards

Comparando números usando tarjetas de recta numérica con cuentas


38

is greater than es mayor que

>

45 61


>

68 is equal to

es igual que

=

is equal to es igual que

= is less than

es menor que <

is less than

es menor que <


>



=


=

is less than

es menor que <

is less than

es menor que <


>


> is equal to

es igual que =

is equal to

es igual que =

is less than

es menor que <

is less than

es menor que <

is greater than

es mayor que >

is greater than

es mayor que >

is equal to

es igual que =

is equal to

es igual que =

is less than es menor que

<


<

is greater than

es mayor que >

is greater than

es mayor que >


=


=


<


<


Activity 2: Comparing Numbers Using the Number Path

Materials:

Number Path 1−10 Camino de números 1–10

Number Path 1−20 – 2 per person Camino de números 1–20

Counters

1. Prompt students to place a counter on two different numbers on the Number Path 1−10. Camino de

números 1–10

For example:

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Questions:

How can we describe the relationship between the two numbers?

¿Cómo podemos describir la relación entre los dos números?

______ is more than ______. es más que

______ is less than ______. es menos que

Which number is more than the other number? ¿Qué número es mayor que el otro número?

o How can you use the number paths to prove your answer?

o ¿Cómo puedes usar los caminos de números para probar tu respuesta?

Which number is less than the other number? ¿Qué número es menor que el otro número?

o How can you use the number paths to prove your answer?


2. Compare the numbers ______ and ______ using the Number Path 1−10. Camino de números 1–

10

Questions:

How can we describe the relationship between the two numbers?

¿Cómo podemos describir la relación entre los dos números?

______ is more than ______. es más que

______ is less than ______. es menos que

Which number is more than the other number? ¿Qué número es mayor que el otro número?

o How can you use the number path to prove your answer?


Which number is less than the other number? ¿Qué número es menor que el otro número?

o How can you use the number path to prove your answer?


3. Prompt students to place a counter on one number on the Number Path 1−10. Camino de

números 1–10

Questions:

What number is less than your number? ¿Qué número es menor que tu número?

What number is more than your number? ¿Qué número es mayor que tu número?

What number is one less than your number? One more? ¿Qué número es uno menos que tu

número? ¿Uno más?

4. The activity may be repeated using the Number Path 1−20. Camino de números 1-20


Number Path 1−10 Camino de número 1–10

1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10



Cut out the number paths (1-10 and 11-20). Tape or glue in the space indicated to make a number path from 1 to 20.

1 2 3 4 5 6 7 8 9 10

Tape o

r glu

e

1 2 3 4 5 6 7 8 9 10

Tape o

r glu

e

11 12 13 14 15 16 17 18 19 20

11 12 13 14 15 16 17 18 19 20


Subitizing Subitizando

Activity 1: Quick Images

Materials:

Dot Cards, Five Frame Cards, or Ten Frame Cards Tarjetas de puntos, Tarjetas de marco

de cinco, tarjetas de marco de diez

1. Display a quick image for approximately 3-5 seconds.

Questions:

How many dots did you see? How did you know? Note: Students may respond orally or with a

written numeral. ¿Cuántos puntos viste? ¿Cómo lo sabes?

Did anyone see it a different way? How did you see it? ¿Hubo alguien que lo vio de una forma

diferente?

Activity 2: Quick Images Strings

Materials:



1. Display a quick image for approximately 3-5 seconds that has the same value as others in the given

string of quick images.

For example:

Questions:

How many dots did you see? How did you know? ¿Cuántos puntos viste? ¿Cómo lo sabes?

Did anyone see it a different way? How did you see it? ¿Hubo alguien que lo vio de una forma

diferente?

Activity 3: I Wish I Had . . .

Materials:



1. Display a quick image for approximately 3-5 seconds.

2. Say, “I have this number. I wish I had ______.” Tengo este número. Quisiera tener ___.

For example, “I wish I had eight.” Quisiera tener ocho.

Questions:

How many dots did you see? How did you know? ¿Cuántos puntos viste? ¿Cómo lo sabes?

How many more dots are needed to equal _____? How did you know?

¿Cuántos puntos más se necesitan para tener ____? ¿Cómo lo sabes?

How many fewer dots are need to equal _____? How did you know?

¿Cuántos puntos menos se necesitan para tener ____? ¿Cómo lo sabes?


Dot Cards Tarjetas de puntos















Ten Frame Cards Tarjetas de marco de diez









Activity 4: Subitizing with a Rekenrek

Materials:

Rekenrek

Subitizing with a Rekenrek Subitizando con un rekenrek.

1. Display a rekenrek for approximately 3-5 seconds that shows three beads pushed to the left on the

top row and four beads pushed to the left on the bottom row.

2. Complete the string by displaying the following arrangements:

5 beads on top

0 beads on bottom

5 beads on top

5 beads on bottom

6 beads on top

0 beads on bottom

8 beads on top

0 beads on bottom

7 beads on top

0 beads on bottom

2 beads on top

5 beads on bottom

0 beads on top

10 beads on bottom

Questions:

How many beads did you see? How did you know?

¿Cuántas cuentas viste? ¿Cómo lo sabes?

Did anyone see it a different way? How did you see it?

¿Hubo alguien que lo vio de una forma diferente? ¿Cómo lo viste?

3. Repeat using additional strings such as the strings listed on Subitizing with a Rekenrek.

Subitizando con un rekenrek.


Subitizing with a Rekenrek Subitizando con un rekenrek

2 beads on top 2 beads on top 5 beads on top

2 beads on bottom 4 beads on bottom 5 beads on bottom




1 bead on bottom 4 beads on bottom 4 beads on bottom

1 bead on top 6 beads on top 4 beads on top



0 beads on bottom 1 bead on bottom 4 beads on bottom


1 bead on bottom 2 beads on bottom 6 beads on bottom


2 beads on bottom 1 bead on bottom 7 beads on bottom












Representing Numbers and Comparing Numbers: Workstation 1 Representando y comparando números: Estación de trabajo 1

Use counters to show 16. Usa objetos para contar para mostrar 16

Use counters to show 12. Usa objetos para contar para mostrar 12

Compare the sets. Compara los conjuntos

________ is more than es más que ________.

________ is less than es menos que ________.


Use counters to show 16. Usa objetos

para contar para mostrar 16

Use counters to show 12. Usa objetos

para contar para mostrar 12

Compare the sets. Compara los conjuntos





What number is shown on the rekenrek? ______________ ¿Qué número se muestra en el rekenrek?


Compare the sets. Compara los conjuntos.



Representing Numbers and Comparing Numbers: Workstation 2

Representando y comparando números: Estación de trabajo 2 What number is shown on the rekenrek? ______________

¿Qué número se muestra en el rekenrek?


Compare the sets. Compara los conjuntos.


_________ is less than es menos que ________.



15 is more than 13. How do you know?

15 es más que 13. ¿Cómo lo sabes?

9 is less than 11. How do you know? 9 es menos que 11. ¿Cómo lo sabes?

12 is equal to 12. How do you know?

12 es igual a 12. ¿Cómo lo sabes?


15 is more than 13. How do you know? 15 es más que 13. ¿Cómo lo sabes?

9 is less than 11. How do you know? 9 es menos que 11. ¿Cómo lo sabes?

12 is equal to 12. How do you know?

12 es igual a 12. ¿Cómo lo sabes?


Find the Same Value Encuentra el mismo valor

Materials:

Dot, Ten Frame, Rekenrek, and Number Cards Punto, Marco de diez, Rekenrek, y Tarjetas

de números

1. Distribute one card to each student.

2. Prompt students to move around the room to find three other students with a card that represents the

same value.

Question:

How do your cards represent the same value? ¿Cómo representan el mismo valor tus tarjetas?

Look/listen for:

Use of counting or subitizing to determine the value represented on each card


Dot, Ten Frame, Rekenrek, and Number Cards

Tarjetas de punto, marco de diez, rekenrek, y de números


5

15



9

13



20

17


Different Representations Card Match Diferentes representaciones – Busca la pareja

Materials:

Representation Cards Tarjetas de representación

1. Distribute one card to each student.

2. Prompt students to move around the room to find three other students with a card that represents the

same value.

Question:

How do these cards represent the same value? ¿Cómo representan el mismo valor estas tarjetas?

Look/listen for:

Using skip counting or counting on to determine the value represented on the card

Understanding place value to determine the value represented on the card


Representation Cards Tarjetas de representación


42

Tens decenas

Ones unidades

4 2

40+2

36

Tens Ones decenas 3

unidades 6

30+6


78

Tens Ones decenas 7

unidades 8

70+8

62

Tens Ones decenas 6

unidades 2

60+2


51

Tens Ones decenas 5

unidades 1

50+1

95

Tens Ones decenas 9

unidades 5

90+5


Representing Numbers Representando números

Activity 1: Making Sets of Tens and Ones

Materials:

Object Counts Objetos para contar

Blank Ten Frame Cards Tarjetas en blanco de marco de diez

Bag labeled “Objects Counted” – 1 per group

Tub or bucket with 120 linking cubes – 1 per group

1. Arrange students in groups of four.

2. Prompt each group to select one type of object to count in the classroom such as shoes, books,

pencils, or pockets. Note: Items may vary. The total number of objects should be between 20 and

120.

3. Prompt student groups to record the type of objects being counted on Object Counts. Objetos para

contar

4. Provide each group of students a tub or bucket that has at least 120 linking cubes in it and an empty

bag labeled “Objects Counted.”

5. Prompt student groups to count the chosen objects in the classroom. Every time an item is counted,

one linking cube should be removed from the tub or bucket and placed in the bag labeled “Objects

Counted” to represent the count of the object.

6. Upon completion, prompt student groups to count the single linking cubes in the “Objects Counted”

bag and record the number of items counted on Object Counts. Objetos para contar

7. Prompt student groups to rearrange the linking cubes into groups of 10 using the Blank Ten Frame

Cards. Tarjetas en blanco de marco de diez

Questions:

How can you count your objects in a way other than by counting by ones?

¿Cómo puedes contar tus objetos de una forma diferente a contar de uno en uno?

Does grouping the linking cubes in tens change the number of linking cubes? Why or why not?

¿El agrupar los cubos enlazados en decenas cambia el número de cubos? ¿Por qué o por qué no?

8. Prompt student groups to record the number of filled ten frames and the number of single cubes on

Object Counts. Objetos para contar

9. Prompt student groups to join the 10 linking cubes from each ten frame to make a linking cube tower.

Questions:

How many towers of 10 linking cubes did you create? How many single cubes do you still have?

¿Cuántas torres de 10 de cubos enlazados puedes crear? ¿Cuántos cubos sueltos tienes todavía?

What number is represented by these linking cubes?

¿Qué número representan estos cubos enlazados?

How might you use skip counting or counting on to determine the number of objects?

¿Cómo podrías usar el contar de uno en uno o contar saltando para encontrar el número de

objetos?


10. Prompt student groups to record the number of linking cube towers and the number of single counters

on Object Counts. Objetos para contar

Questions:

How could you use skip counting and counting on to determine the value of the set of linking

cubes?

¿Cómo puedes usar el contar saltando o contar de uno en uno para encontrar el valor de un

conjunto de cubos enlazados?

What do you notice about the number of items, the number of filled ten frames, and the number of

cubes?

¿Qué notas acerca del número de objetos, el número de marcos de diez llenos, y el número de

cubos?

What do you notice about the number of items, the number of linking cube towers, and the number

of cubes?

¿Qué notas acerca del número de objetos, número de torres de cubos enlazados, y el número de

cubos?



Name of Object Counted Nombre de los objetos que se contaron

Number of Items Número de objetos

Number of Filled Ten Frame Cards Número de marco de diez llenos

Number of Cubes Número de cubos

Number of Linking Cube Towers Número de torres de cubos

enlazados

Number of Single Cubes Número de cubos sueltos


Name of Object Counted Nombre de los objetos que se contaron

Number of Items Número de objetos

Number of Filled Ten Frame Cards Número de marco de diez llenos

Number of Cubes Número de cubos

Number of Linking Cube Towers Número de torres de cubos

enlazados

Number of Single Cubes Número de cubos sueltos

Blank Ten Frame Cards Tarjetas de marco de diez en blanco

Cut along the dotted lines.


Activity 2: Representing Sets of Tens and Ones

Materials:

Tens and Ones Mat Tapete de unidades y decenas

Tens Cards Tarjetas de decenas

Ones Cards Tarjetas de unidades

Pictures of Linking Cubes (optional) Dibujo de cubos enlazados

Linking cubes

1. In two separate piles, turn Tens Cards Tarjetas de decenas and Ones Cards Tarjetas de

unidades face down.

2. Shuffle the cards in each pile.

3. Prompt students to turn over one Tens Card Tarjetas de decenas and one Ones Card

Tarjetas de unidades and to place the cards on the Tens and Ones Mat. Tapete de decenas

y unidades

4. Prompt students to use linking cubes to represent the tens by building towers of 10 linking cubes

and ones. Prompt students to place the linking cubes on the Tens and Ones Mat. Tapete de

decenas y unidades

Questions:

How many tens did you create? What is the value of the tens?

¿Cuántas decenas creaste? ¿Cuál es el valor de las decenas?

How many ones did you create? What is the value of the ones?

¿Cuántas unidades creaste? ¿Cuál es el valor de las unidades?

What is the combined value of the tens and ones?

¿Cuál es el valor combinado de las decenas y unidades?

5. Ask, “How can we use a number sentence to show combined values of tens and ones?”

¿Cómo podemos usar una ecuación numérica para mostrar los valores combinados de las

decenas y unidades?

6. Prompt students to record the expanded form of the tens and ones represented by the linking

cubes.

7. Ask, “How can we use the standard form to represent the value of the linking cubes?”

¿Cómo podemos usar la forma estándar para representar el valor de los cubos enlazados?

8. Prompt students to record the standard form of the number represented by the linking cubes.

Questions:

How does the expanded form represent the value of the tens and ones?

¿Cómo representa la forma expandida el valor de las decenas y unidades?

How does the standard form represent the combined value of the tens and ones?

¿Cómo representa la forma estándar el valor de las decenas y unidades?

Extension:

Students may use Pictures of Linking Cubes Dibujos de cubos enlazados to represent or

record the value of the tens and ones.


Tens and Ones Mat Tapete de decenas y unidades

Tens Decenas Ones Unidades

Tens Card Tarjetas de

decenas

Ones Card Tarjetas de

unidades

Expanded Form: Forma expandida

Standard Form: Forma estándar


Tens Cards Tarjetas de decenas

Copy on green paper.


0 tens decenas

0 tens

decenas 0 tens

decenas 1 ten

decena

1 ten decena

1 ten decena

2 tens

decenas 2 tens

decenas 2 tens

decenas 3 tens

decenas 3 tens

decenas 3 tens

decenas 4 tens

decenas 4 tens

decenas 4 tens

decenas 5 tens

decenas 5 tens

decenas 5 tens

decenas 6 tens

decenas 6 tens

decenas 6 tens

decenas 7 tens

decenas 7 tens

decenas 7 tens

decenas 8 tens

decenas 8 tens

decenas 8 tens

decenas 9 tens

decenas 9 tens

decenas 9 tens

decenas


Ones Cards Tarjetas de unidades

Copy on yellow paper.


0 ones unidades

0 ones

unidades 0 ones

unidades 1 one

unidad

1 one unidad

1 one unidad

2 ones

unidades 2 ones

unidades 2 ones

unidades 3 ones

unidades 3 ones

unidades 3 ones

unidades 4 ones

unidades 4 ones

unidades 4 ones

unidades 5 ones

unidades 5 ones

unidades 5 ones

unidades 6 ones

unidades 6 ones

unidades 6 ones

unidades 7 ones

unidades 7 ones

unidades 7 ones

unidades 8 ones

unidades 8 ones

unidades 8 ones

unidades 9 ones

unidades 9 ones

unidades 9 ones

unidades


Pictures of Linking Cubes Dibujos de cubos enlazados



Activity 3: Describing Place Value to 99

Materials:

Tens and Ones Place Value Mat Tapete de valor de posición de decenas y unidades

Place Value to 99 Cards Tarjetas de valor de posición hasta el 99

Pictures of Base-10 Blocks - optional Dibujo de bloques de base 10

Describing Place Value to 99 Describiendo valor de posición hasta el 99

Base-10 blocks

Prompt students to choose a Place Value to 99 Card. Tarjeta de valor de posición hasta

el 99

1. Prompt students to use base-10 blocks to represent the value on the Tens and Ones Place

Value Mat. Tapete de valor de posición de decenas y unidades

Questions:

What is the value of the tens? ¿Cuál es el valor de las decenas?

What is the value of the ones? ¿Cuál es el valor de las unidades?

What is the combined value of the tens and ones? ¿Cuál es el valor combinado de las decenas

y las unidades?

2. Prompt students to use lines and dots to record a picture of the tens and ones represented by

the base-10 blocks on Describing Place Value to 99. Describiendo el valor de posición hasta el

99 Note: Students may use Pictures of Base-10 Blocks Dibujos de bloques de base 10 to

represent or record the value of the tens and ones.

3. Ask, “How can we use a number sentence to show combined values of tens and ones?”

¿Cómo podemos usar una ecuación numérica para mostrar los valores combinados de las decenas y

unidades?

4. Prompt students to record the expanded form of the number represented by the base-10 blocks.

5. Ask, “How can we use the standard form to represent the value of the base-10 blocks?”

¿Cómo podemos usar la forma estándar para representar el valor de los bloques de base 10?

6. Prompt students to record the standard form of the number represented by the base-10 blocks.

Questions:

How does the expanded form represent the value of the tens and ones?

¿Cómo representa la forma expandida el valor de las decenas y unidades?

How does the standard form represent the combined value of the tens and ones?

¿Cómo representa la forma estándar el valor de las decenas y unidades?


Tens and Ones Place Value Mat

Tapete de valor de posición de decenas y unidades O

nes U

nid

ades

Tens D

ecenas


Place Value to 99 Cards Tarjetas de valor de posición hasta el 99

Cut along dotted lines. Cortar por la línea punteada

5 tens decenas

3 ones unidades

4 tens decenas

7 ones unidades

2 tens decenas

7 ones unidades

1 ten unidad

3 ones unidades

7 tens decenas

2 ones unidades

6 tens decenas

6 ones unidades

5 tens decenas

9 ones unidades

3 tens decenas

1 one unidades

9 tens decenas

5 ones unidades

8 tens decenas

6 ones unidades

2 tens decenas

8 ones unidades

4 tens decenas

3 ones unidades


Describing Place Value to 99

Describiendo valor de posición hasta el 99

Draw a picture to represent your number. Haz un dibujo para representar tu número


Describiendo valor de posición hasta el 99

Draw a picture to represent your number. Haz un dibujo para representar tu número



______ + ______


________



______ + ______


___________


Activity 4: Describing Place Value to 120

Materials:

Hundreds, Tens, and Ones Place Value Mat Tapete de valor de posición de centenas,

decenas y unidades

Place Value to 120 Cards Tarjetas de valor de posición hasta 120

Pictures of Base-10 Blocks - optional Dibujos de bloques de base 10

Describing Place Value to 120 Describiendo valor de posición hasta 120

Base-10 blocks

1. Prompt students to choose a Place Value to 120 Card. Tarjeta de valor de posición hasta

120

2. Prompt students to use base-10 blocks to represent the value on the Hundreds, Tens, and

Ones Place Value Mat. Tapete de valor de posición de centenas, decenas y unidades

Questions:

What is the value of the hundreds? ¿Cuál es el valor de las centenas?

What is the value of the tens? ¿Cuál es el valor de las decenas?

What is the value of the ones? ¿Cuál es el valor de las unidades?

What is the total value of the number you built? ¿Cuál es el valor total del número que

formaste?

3. Prompt students to use squares, lines, and dots to record a picture of the tens and ones

represented by the base-10 blocks. Note: Students may use Pictures of Base-10 Blocks

Dibujos de bloques de base 10 to represent or record the value of the tens and ones.

4. Ask, “How can we use a number sentence to show combined values of hundreds, tens, and

ones?”

¿Cómo podemos usar una ecuación numérica para mostrar los valores combinados de las centenas,

decenas y unidades?

5. Prompt students to record the expanded form of the number represented by the base-10 blocks.

6. Ask, “How can we use the standard form to represent the value of the base-10 blocks?”

¿Cómo podemos usar la forma estándar para representar el valor de los bloques de base 10?

7. Prompt students to record the standard form of the number represented by the base-10 blocks.

Questions:

How does the expanded form represent the value of the hundreds, tens, and ones?

¿Cómo representa la forma expandida el valor de las centenas, decenas y unidades?

How does the standard form represent the combined value of the hundreds, tens, and ones?

¿Cómo representa la forma estándar el valor combinado de las centenas, decenas y

unidades?


Hundreds, Tens, and Ones Mat

Tapete de centenas, decenas y unidades O

nes U

nid

ades

Tens D

ecenas

Hundre

ds C

ente

nas


Place Value to 120 Cards Tarjetas de valor de posición hasta 120


5 tens decenas

2 ones unidades

4 tens decenas

8 ones unidades

2 tens decenas

9 ones unidades

1 hundred centena

2 tens decenas

0 ones unidades

7 tens decenas

5 ones unidades

6 tens decenas

3 ones unidades

1 hundred

centena

1 ten decena

5 ones unidades

3 tens decenas

5 ones unidades

1 hundred

centena

1 ten decena

2 ones unidades

9 tens decenas

4 ones unidades

1 hundred

centena

0 tens decenas

6 ones unidades

8 tens decenas

0 ones unidades



Describiendo el valor de posición hasta 120

Draw a picture to represent your number.


Describiendo el valor de posición hasta 120

Draw a picture to represent your number.

Hundreds Centenas Tens Decenas Ones Unidades

Expanded Form: ______ + ______ + ______ Forma expandida

Standard Form: ___________ Forma estándar

Hundreds Centenas Tens Decenas Ones Unidades

Expanded Form: ______ + ______ + ______ Forma expandida

Standard Form: ___________ Forma estándar


Pictures of Base-10 Blocks Dibujos de bloque de base 10



Activity 5: Using Expanded Form

Materials:

Standard Form Cards Tarjetas de forma estándar

Expanded Form: Hundreds Cards Forma expandida: Tarjetas de centenas

Expanded Form: Tens Cards Forma expandida: Tarjetas de decenas

Expanded Form: Ones Cards Forma expandida: Tarjetas de unidades

What Is the Value? ¿Cuál es el valor?

Linking cubes or base-10 blocks

1. Prompt students to choose a Standard Form Card. Tarjetas de forma estándar

Questions:

What digit is in the hundreds place? What is the value of the digit?

¿Qué dígito está en el lugar de las centenas? ¿Cuál es el valor del dígito?

What digit is in the tens place? What is the value of the digit?

¿Qué dígito está en el lugar de las decenas? ¿Cuál es el valor del dígito?

What digit is in the ones place? What is the value of the digit?

¿Qué dígito está en el lugar de las unidades? ¿Cuál es el valor del dígito?

2. Prompt students to use linking cubes or base-10 blocks to represent the number shown on the

Standard Form Card. Tarjetas de forma estándar

Questions:

How many hundreds are needed to represent the number on your card? What is the value of

the hundreds?

¿Cuántas centenas se necesita para representar el número en tu tarjeta? ¿Cuál es el valor de

las centenas?

How many tens did you use to represent the number on your card? What is the value of the

tens?

¿Cuántas decenas se necesita para representar el número en tu tarjeta? ¿Cuál es el valor de

las decenas?

How many ones did you use to represent the number on your card? What is the value of the

ones?

¿Cuántas unidades se necesita para representar el número en tu tarjeta? ¿Cuál es el valor de

las unidades?

What is the total value of the number you built?

¿Cuál es el valor total del número que formaste?

3. Prompt students to identify the Expanded Form Cards Tarjetas de forma expandida that

represent the value of each digit.

4. Prompt students to stack the cards on top of each other, with the right sides aligned, to create

the standard form of the number.

1 1 6

Questions:

What digit is in the hundreds place? What is the value of the digit?

¿Qué dígito está en el lugar de las centenas? ¿Cuál es el valor de ese dígito?

What digit is in the tens place? What is the value of the digit?

¿Qué dígito está en el lugar de las decenas? ¿Cuál es el valor de ese dígito?

What digit is in the ones place? What is the value of the digit?

¿Qué dígito está en el lugar de las unidades? ¿Cuál es el valor de ese dígito?


5. Prompt students to use their stacked cards to complete What Is the Value? ¿Cuál es el valor?

Questions:

How does knowing the value of each digit help you record the expanded form of a number?

¿Cómo te ayuda el saber el valor de cada dígito para registrar la forma expandida de un

número?

How does knowing the combined total of the expanded form help you determine the standard

form?

¿Cómo te ayuda el saber el total combinado de la forma expandida a encontrar la forma

estándar de un número?

What does the standard form represent?

¿Qué representa la forma estándar?


Standard Form Cards Tarjetas de forma estándar


79 25

48 54

61 33

86 52

17 99

108 120

116 110

101 112


Expanded Form: Hundreds Cards

Forma expandida: Tarjetas de centenas

Copy on blue paper.


1 0 0 1 0 0

1 0 0 1 0 0

1 0 0 1 0 0

1 0 0 1 0 0

1 0 0 1 0 0


Expanded Form: Tens Cards

Forma expandida: Tarjetas de decenas

Copy on yellow paper.


1 0 1 0 2 0 2 0

3 0 3 0 4 0 4 0

5 0 5 0 6 0 6 0

7 0 7 0 8 0 8 0

9 0 9 0 0 0 0 0


Expanded Form: Ones Cards

Forma expandida: Tarjetas de unidades

Copy on green paper.


1 2 1 2

3 4 3 4

5 6 5 6

7 8 7 8

9 0 9 0




Hundreds Tens Ones

Centenas Decenas Unidades




Hundreds Tens Ones





Hundreds Tens Ones




Composing and Decomposing Numbers to Ten Componer y descomponer números hasta el diez

Activity 1: Rocks and Containers

Materials:

Rocks and Containers Piedras y recipientes

1. Display and read the following situation to the students.

Cameron has eight rocks. He has two containers to hold these rocks.

How many rocks can he place in each container?

Cameron tiene ocho piedras. Tiene dos recipientes para poner las piedras.

¿Cuántas piedras puede colocar en cada recipiente?

2. Prompt students to record their ideas using counters, pictures, and/or number sentences to

answer the question.

Question:

Is there another way to place the rocks in the two containers?

¿Existe otra forma de colocar las piedras en los dos recipientes?

Look/listen for:

Appropriate methods for composing and decomposing the number eight


Rocks and Containers Piedras y recipientes


Activity 2: Ten Tower

Materials:

Linking cubes


2. Prompt each pair to decide who will be Partner A and who will be Partner B.

3. Use the following directions to help students complete the activity.

Partner A:

Make a train of 10 linking cubes using two different colors (five of each color).

Break the tower into two parts.

Hide one of the parts behind your back.

Show Partner B the set of linking cubes that is not hidden.

Partner B:

How many linking cubes do you see?

¿Cuántos cubos enlazados ves?

How many linking cubes are behind your partner’s back? How do you know?

¿Cuántos cubos enlazados tiene tu compañero detrás de su espalda? ¿Cómo lo sabes?

Partner B:

Put the train of linking cubes back together to create a train of 10.

Break the tower into two parts.

Hide one of the parts behind your back.

Show Partner A the set of linking cubes that is not hidden.

Partner A:

How many linking cubes do you see?

¿Cuántos cubos enlazados ves?

How many linking cubes are behind your partner’s back? How do you know?

¿Cuántos cubos enlazados tiene tu compañero detrás de su espalda? ¿Cómo lo sabes?

Question:

How did you determine the number of linking cubes that were behind your partner’s back?

¿Cómo encontraste el número de cubos enlazados que estaban detrás de la espalda de tu

compañero?

Activity 3: Beans in a Bag

Materials:

Dried beans

Resealable bag

Permanent marker

Advanced Preparation:

Place 10 or fewer dried beans in a resealable bag. Draw a line with a marker down the middle of

one side of the bag

1. Provide each student or pair of students with a bag of beans.

2. Ask, “How many ways can you arrange the beans in the bag?”

¿En cuántas formas diferentes puedes acomodar los frijoles en la bolsa?

3. Prompt students to record their ideas using pictures, words such as “four on one side and four on the

other side,” or number sentences. Cuatro en un lado y cuatro en el otro lado

Question:

How did you determine the number of ways you could arrange the beans in the bag?

¿Cómo encontraste el número de formas diferentes en las cuales puedes acomodar los frijoles en la

bolsa?


Composing and Decomposing Numbers Componer y descomponer números

Activity 1: Composing and Decomposing Sets of Objects

Materials:

Linking cubes or base-10 blocks

Composing and Decomposing Sets of Objects

Componer y descomponer conjuntos de objetos

1. Prompt students to fill in the blank with a given number less than 120.

2. Prompt students to decompose the number in three different ways.

Questions:

How did you represent the number ______?

¿Cómo representaste el número ____?

What is a different way to represent the number _______?

¿Cuál es una forma diferente de representar el número ____?

3. Prompt students to draw a picture using squares to represent hundreds, lines to represent tens, and

dots to represent ones.

4. Prompt students to describe the value of the hundreds, tens, and ones as appropriate. Note: For

example, 36 can be decomposed into 3 tens and 6 ones; 2 tens, 1 ten, and 6 ones; or

2 tens and 16 ones.

5. Repeat steps 1-4 to represent and decompose a different number.


Composing and Decomposing Sets of Objects

Componer y descomponer números

1. Use objects to represent ________. Usa objetos para representar ____.

2. Decompose ________ three different ways. Descomponer el número ____ en tres formas

diferentes.

3. Draw a picture using squares to represent hundreds, lines to represent tens, and dots to

represent ones. Haz un dibujo usando cuadrados para representar las centenas, líneas para

representar decenas, y puntos para representar unidades.

4. Describe the value of the hundreds, tens, and ones. Describe el valor de las centenas, decenas

y unidades.

_____ hundreds, centenas

_____ tens, decenas and _____ ones y

unidades



unidades



unidades

1. Use objects to represent ________. Usa objetos para representar ____.

2. Decompose ________ three different ways. Descomponer el número ____ en tres formas

diferentes.

3. Draw a picture using squares to represent hundreds, lines to represent tens, and dots to

represent ones. Haz un dibujo usando cuadrados para representar las centenas, líneas para

representar decenas, y puntos para representar unidades.

4. Describe the value of the hundreds, tens, and ones. Describe el valor de las centenas, decenas

y unidades.



unidades



unidades



unidades


Activity 2: Composing and Decomposing with Pictures

Materials:

Composing and Decomposing with Pictures Componer y descomponer con dibujos

Prompt students to complete the activity Composing and Decomposing with Pictures.

Componer y descomponer con dibujos

Questions:

How did you determine the value of Phuong’s picture of linking cubes?

¿Cómo encontraste el valor del dibujo de Phuong de sus cubos enlazados?

How do you know your two pictures show 54?

¿Cómo sabes que tus dos dibujos muestran 54?


Composing and Decomposing with Pictures

Componer y descomponer con dibujos

Phuong said that 54 can be modeled like the picture shown below.

Phuong dijo que el número 54 se podía representar con el modelo de abajo.

Do you agree with Phuong? Why?

¿Estás de acuerdo con Phuong? ¿Por qué?

What are two other ways you could show 54? Record your thinking.

¿En qué otras dos formas puedes mostrar un modelo de 54? Anota tu pensamiento.

54 54


Pre-Assessment: Kindergarten: Joining and Separating

Pre-Evaluación: Kindergarten: Juntar y separar

Materials:

Counters

1. Display and read the following situation aloud:

Camille had five pencils. D’Shaun gave her three more. How many pencils does Camille have now?

Camille tenía cinco lápices. D’Shaun le dio tres más. ¿Cuántos lápices tiene Camille ahora?

2. Prompt students to use counters to solve the problem.

Question:

How did you use your counters to solve the problem?

¿Cómo usaste los objetos para contar para resolver el problema?

Look/listen for:

Modeling the action of joining three counters with five counters

Using a counting strategy, such as counting all, counting on from the first number, and counting on

from the largest number


Norma had six pennies. She gave two pennies to her sister. How many pennies does Norma have now?

Norma tenía seis monedas de un centavo. Ella le dio dos monedas a su hermana. ¿Cuántas monedas

tiene Norma ahora?

4. Prompt students to use the counters to solve the problem.

Question:

How did you use your counters to solve the problem?

¿Cómo usaste los objetos para contar para resolver el problema?

Look/listen for:

Modeling the action of separating two counters from six counters

Using a counting strategy, such as counting back or counting remaining


Pre-Assessment: Grade 1: Joining and Separating

Pre-Evaluación: Primer grado: Juntar y separar

Materials:

Counters

Blank paper


Eight children were swimming in the pool. Seven more children jumped in the pool. How many children

are in the pool?

Ocho niños estaban nadando en la piscina. Siete niños más saltaron en la piscina. ¿Cuántos niños hay

en la piscina?

2. Prompt students to use counters or draw pictures to solve the problem. Note: Allow students to choose

between using counters or pictures to solve the problem.

Question:

How did you use your counters (or pictures) to solve the problem?

¿Cómo usaste los objetos para contar (o dibujos) para resolver el problema?


The Garza family had 16 slices of pizza. They ate seven slices of the pizza. How many slices of pizza

are there now?

La familia Garza tenía 16 pedazos de pizza. Se comieron siete pedazos de la pizza. ¿Cuántos pedazos

de pizza hay ahora?



Question:




Monica had nine pencils. Her teacher gave her some more pencils. Now Monica has 12 pencils. How

many pencils did Monica’s teacher give her?

Mónica tenía nueve lápices. Su maestro le dio algunos lápices más. Ahora, Mónica tiene 12 lápices.

¿Cuántos lápices le dio la maestra?



Question:




Luis had some pennies. His mom gave him five more pennies. Now Luis has 16 pennies. How many

pennies did Luis have at the start?

Luis tenía algunas monedas de un centavo. Su mamá le dio cinco monedas más. Ahora, Luis tiene 16

monedas. ¿Cuántas monedas tenía Luis al comienzo?




Question:



Look/listen for:

Modeling the action of joining sets of objects or separating a set from a set of objects

Using a counting strategy, such as counting on, counting up to, and counting back

Using a known fact or making 10


Joining and Separating Problems: Result Unknown Juntar y separar: Resultado desconocido

Activity 1: Joining Result Unknown

Materials:

Story Mat Tapete del cuento

Joining Result Unknown Cards Tarjetas de resultado desconocido de juntar

Counters

1. Display and read one problem aloud from the Joining Result Unknown Cards. Tarjetas de

resultado desconocido de juntar

Questions:

What do you know? ¿Qué sabes?

What do you need to know? ¿Qué necesitas saber?

2. Prompt students to use the Story Mat Tapete del cuento and counters to model the situation.

Questions:

How did you use your counters to determine the result?

¿Cómo usaste los objetos para contar para encontrar el resultado?

How many ____ were there at the start? What happened next?

¿Cuántos _____ había al comenzar? ¿Qué pasó después?

Are the objects in the problem being joined together or separated? How do you know? Prompt

students to respond with the joining or separating gesture.

¿Se están juntando o separando los objetos en el problema? ¿Cómo lo sabes?

What do we need to determine?

¿Qué tenemos que encontrar?

3. Ask, “How many counters are being joined together to determine the result?”

¿Cuántos objetos se juntaron para encontrar el resultado?

4. Display the following sentence stems for students to use when creating a number sentence for the

context of the problem. Choose the most appropriate number sentence based on previous instruction

with symbolic representations.

_____ and _____ is _____. _____ is _____ and _____.

+ = = +

_____ and _____ is _____. _____ is _____ and _____.

+ = = +

_____ plus _____ equals _____ _____ equals _____ plus _____

_____ + _____ = _____ _____ = _____ + _____

5. Repeat steps 1-4 using the remaining word problems.

Look/listen for:

Modeling the action of joining sets of objects

Using direct modeling or counting strategies to solve the word problem




Joining Result Unknown Cards Tarjetas de resultado desconocido de juntar


Problem A Problema A

Gabby had 3 flowers. Jillian gave her 2 more flowers. How many flowers does Gabby have now? Gabby tenía 3 flores. Jillian le dio 2 flores más. ¿Cuántas flores tiene ahora Gabby?

Problem B Problema B

There were 5 birds sitting in a tree. Then 4 more birds flew up to sit in the tree. How many birds are in the tree now? Había 5 pájaros sentados en un árbol. Después, 4 pájaros llegan volando a sentarse en el árbol. ¿Cuántos pájaros hay ahora en el árbol?

Problem C Problema C

Angel had 8 buckets in the sandbox. Jocelyn gave her 2 more buckets. How many buckets does Angel have now? Angel tiene 8 cubetas en la caja de arena. Jocelyn le dio 2 cubetas más. ¿Cuántas cubetas tiene Angel ahora?

Problem D Problema D

There were 4 children playing in the playhouse. Then 6 more children came to play in the playhouse. How many children are playing in the playhouse now? Hay 4 niños jugando en la casa de juegos. Después, llegan 6 niños más a jugar en la casa. ¿Cuántos niños hay ahora jugando en la casa de juegos?

Problem E Problema E

There were 7 dogs at the park. Then 1 more dog came to the park. How many dogs are at the park now? Hay 7 perros en el parque. Después, 1 perro más llega al parque. ¿Cuántos perros hay ahora en el parque?


Activity 2: Separating Result Unknown

Materials:


Separating Result Unknown Cards Tarjetas de resultado desconocido de separar

Counters

1. Display and read one problem aloud from the Separating Result Unknown Cards. Tarjetas de

resultado desconocido de separar

Questions:



Prompt students to use the Story Mat Tapete del cuento and counters to model the situation.

Questions:


¿Cómo usaste los objetos para contar para encontrar el resultado?


¿Cuántos(as) _____ había al comenzar? ¿Qué pasó después?

Are the objects in the problem being joined together or separated? How do you know? Prompt





2. Ask, “How many counters were separated from the counters that were there at the start? How does

this help us to determine the result?”

¿Cuántos objetos se separaron del conjunto de objetos que había al comienzo? ¿Cómo nos ayuda esto

a encontrar el resultado?

3. Display the following sentence stems for students to use when creating a number sentence for the

context of the problem. Choose the most appropriate number sentence based on previous instruction

with symbolic representations.

_____ take away _____ is _____. _____ is _____ take away _____.

— = = —

_____ take away _____ is _____. _____ is _____ take away _____.

— = = —

_____ minus _____ equals _____ _____ equals _____ minus _____

_____ — _____ = _____ _____ = _____ — _____

4. Repeat steps 1-4 using the remaining word problems.

Look/listen for:

Modeling the action of separating a set of objects from a given set of objects

Using direct modeling and counting strategies to solve the word problem with counters


Separating Result Unknown Cards Tarjetas de resultado desconocido de separar



Jillian had 3 jump ropes. She gave 2 jump ropes to Gabby. How many jump ropes does Jillian have now? Jillian tenía 3 sogas para saltar. Le dio 2 sogas a Gabby. ¿Cuántas sogas para saltar tiene ahora Jillian?


There were 10 boys at the park. Then 6 boys went home. How many boys are at the park now? Había 10 niños en el parque. Después, 6 niños se fueron a casa. ¿Cuántos niños hay ahora en el parque?


Jocelyn had 9 shovels in the sandbox. She gave 3 shovels to Angel. How many shovels does Jocelyn have now? Jocelyn tenía 9 palas en la caja de arena. Le dio 3 palas a Angélica.

¿Cuántas palas tiene Jocelyn ahora?


There were 7 girls playing in the playhouse. Then 4 girls went to the sandbox. How many girls are playing in the playhouse now? Había 7 niñas jugando en la casa de juegos. Después, 4 niñas se fueron a la caja de arena. ¿Cuántas niñas hay ahora jugando en la casa de juegos?


There were 8 dogs at the park. Then 5 dogs went home. How many dogs are at the park now? Había 8 perros en el parque. Después, 5 perros se fueron a casa. ¿Cuántos perros hay ahora en el parque?


Joining and Separating Running Record Registro Contínuo de juntar y separar

Name

Pro

ble

m

Result

Unknow

n

Change

Unknow

n

Sta

rt

Unknow

n

Tools Used to Solve Problem

Addition and Subtraction Strategy Explanation

Answ

er

F C P NS M DM/CA DM/R CO CB FS CE IE W P NS
















Tools: F – Fingers C – Concrete objects P – Pictures NS – Number sentence

M – Mental math

Strategy Codes: DM/CA – Direct modeling with counting all DM/R – Direct modeling with removal CO – Counting on CB – Counting back

FS – Fact strategy

Explanation Codes: CE – Correct explanation IE – Incorrect explanation W – Words P – Pictures

NS – Number sentence


Activity 3: Joining and Separating: Result Unknown

Materials:


Joining and Separating: Result Unknown Cards (*Kindergarten appropriate) Juntar y

separar: Tarjetas de resultado desconocido

Counters

1. Display and read one problem aloud from the Joining and Separating: Result Unknown Cards.

Questions:



Are the objects being joined together or separated in the problem? How do you know? Prompt




¿Cuántos(as) había al comienzo? ¿Qué pasó después?

2. Prompt students to use their Story Mat and counters to model the problem.

Questions:


¿Cómo usaste tus objetos para contar para encontrar el resultado?


¿Cuántos _____ había al comienzo? ¿Qué pasó después?


students to respond with the joining or separating gesture. ¿Se están juntando o separando los objetos en

el problema? ¿Cómo lo sabes?



3. Ask, “How many counters are being joined together to determine the result?” or “How many counters

were separated from the counters that were there at the start?”

¿Cuántos objetos para contar se están juntando para encontrar el resultado? o ¿Cuántos objetos para

contar fueron separados del conjunto de objetos que estaban al comienzo?

4. Prompt students to explain how they determined the result using words, pictures, or a number

sentence.

5. Repeat steps 1-4 using remaining word problems.

Look/listen for:

Modeling the action of joining sets of objects or separating sets of objects

Using direct modeling and counting strategies to solve the word problem


Joining and Separating: Result Unknown Cards Juntar y separar: Tarjetas de resultado desconocido


*Problem A Problema A

There were 3 boys playing by the slide. Two more boys came to play by the slide. How many boys are playing by the slide now? Había 3 niños jugando en la resbaladera. Llegaron dos niños más para jugar en la resbaladera. ¿Cuántos niños hay ahora jugando en la resbaladera?

*Problem B Problema B

There were 8 squirrels in a tree. Four squirrels climbed out of the tree. How many squirrels are in the tree now? Había 8 ardillas en un árbol. Cuatro ardillas se bajaron del árbol. ¿Cuántas ardillas hay ahora en el árbol?

*Problem C Problema C

There were 6 girls sitting on the bench. Four of the girls went to play on the slide. How many girls are on the bench now?

Había 6 niñas sentadas en una banca. Cuatro de las niñas se fueron a jugar a la resbaladera. ¿Cuántas niñas hay ahora en la banca?


Isabella had 12 toys at the park. Marcus gave her 3 more toys. How many toys does Isabella have altogether? Isabella tenía 12 juguetes en el parque. Marcus le dio 3 juguetes más. ¿Cuántos juguetes tiene Isabella en total?


Miguel saw 5 ants in the dirt. Then 2 ants left to hide. How many ants are still there? Miguel vio 5 hormigas en la tierra. Después 2 hormigas se fueron a esconder. ¿Cuántas hormigas están ahí todavía?

*Kindergarten (quantities up to 10)


Activity 4: Joining and Separating: Change or Start Unknown Grade 1

Materials:

Start-Change-Result Mat Tapete de comienzo-cambio-resultado

Start-Change-Result Comienzo-cambio-resultado

Change Unknown Problem Cards Tarjetas de problemas de cambio desconocido

Start Unknown Problem Cards Tarjetas de problemas de comienzo desconocido

Question Mark Cards Tarjetas de signos de interrogación

Counters

1. Display and read one problem aloud from the Change Unknown Problem Cards or Start Unknown

Problem Cards. Tarjetas de problemas de cambio desconocido o Tarjetas de problemas de

comienzo desconocido

Questions:






How many ____ were there at the start? ¿Cuántos(as) _____ había al comienzo?

How many ____ were there at the end? ¿Cuántos(as) _____ había al final?

What is one way to determine the change or start quantity? What is another way?

¿Cuál es una forma de encontrar la cantidad que cambió o con la que se comenzó? ¿Cuál es otra

forma?

2. Prompt students to record the given quantity for the change, start, or result in the appropriate

rectangle and to place a question mark in the rectangle with the unknown quantity.

3. Prompt students to use counters to model the word problem on the Start-Change-Result Mat.

Tapete de comienzo-cambio-resultado

Students may use a Question Mark Card Tarjetas de signos de interrogación to model the

unknown.

Questions:

How many counters are needed to represent the start/change quantity? The result?

¿Cuántos objetos para contar se necesitan para representar la cantidad del comienzo/cambio? ¿El

resultado?

How can you use your counters to determine the change/start quantity?

¿Cómo puedes usar objetos para contar para encontrar la cantidad del comienzo/cambio?

4. Prompt students to use the information to create a number sentence that represents the situation.

5. Prompt students to record the answer to the problem.

Look/listen for:

Modeling the action of joining sets of objects or separating sets of objects

Strategies to determine the unknown in a word problem


Change

Cambio

Start

Comienzo

Result

Resultado

Start-Change-Result Mat

Tapete de Comienzo-cambio-resultado



Number Sentence Ecuación numérica

Answer Respuesta


Number Sentence Ecuación numérica

Answer Respuesta

Start

Comienzo

Change

Cambio

Result

Resultado

Start

Comienzo

Change

Cambio

Result

Resultado


Change Unknown Problem Cards Tarjetas de problemas de cambio desconocido



Maya had 11 dolls. Her dad bought her some more dolls. Now she has 15 dolls. How

many dolls did Maya’s dad give her? Maya tenía 11 muñecas. Su papá le compró unas cuantas más. Ahora ella tiene 15

muñecas. ¿Cuántas muñecas le dio su papá?


Huang had 10 apples. He ate some of the apples. Now he has 8 apples. How many apples did Huang eat?

Huang tenía 10 manzanas. Se comió algunas de las manzanas. Ahora tiene 8 manzanas. ¿Cuántas manzanas se comió Huang?


Ms. Nixon had 6 flowers. Rosa gave her some more flowers. Now she has 12 flowers.

How many flowers did Rosa give Ms. Nixon? La Sra. Nixon tenía 6 flores. Rosa le dio unas cuantas flores más. Ahora tiene 12

flores. ¿Cuántas flores le dio Rosa a la Sra. Nixon?


There were 7 kittens in a basket. Some of the kittens got out of the basket. Now there are 4 kittens in the basket. How many kittens got out of the basket?

Había 7 gatitos en una canasta. Algunos de los gatitos se salieron de la canasta. Ahora hay 4 gatitos en la canasta. ¿Cuántos gatitos se salieron de la canasta?


There were 5 horses in a barn. Some more horses came into the barn. Now there are 9 horses in the barn. How many more horses came into the barn?

Había 5 caballos en el granero. Algunos caballos llegaron al granero. Ahora hay 9 caballos en el granero. ¿Cuántos caballos más llegaron al granero?

Problem F Problema F

Mr. Lentz had 16 cookies. He ate some of the cookies. Now he has 13 cookies. How many cookies did Mr. Lentz eat?

El Sr. Lentz tenía 16 galletas. Él se comió algunas de las galletas. Ahora tiene 13 galletas. ¿Cuántas galletas se comió el Sr. Lentz?


Start Unknown Problem Cards Tarjetas de problemas de comienzo desconocido



Maya had some dolls. Her mom bought her 1 more doll. Now she has 16 dolls. How

many dolls did Maya have to start with? Maya tenía muñecas. Su mamá le compró 1 muñeca. Ahora ella tiene 16 muñecas.

¿Cuántas muñecas tenía Maya al comienzo?


Huang had some apples. He ate 3 of the apples. Now he has 7 apples. How many apples did Huang have before he ate those apples?

Huang tenía algunas manzanas. Se comió 3 de las manzanas. Ahora tiene 7 manzanas. ¿Cuántas manzanas tenía Huang antes de comerse esas manzanas?


Ms. Nixon had some flowers. Rosa gave her 6 more flowers. Now she has 10 flowers.

How many flowers did Ms. Nixon have to start with? La Sra. Nixon tenía flores. Rosa le dio 6 flores más. Ahora tiene 10 flores. ¿Cuántas

flores tenía la Sra. Nixon al comienzo?


There were some kittens in a basket. Then 5 kittens got out of the basket. Now there are 2 kittens in the basket. How many kittens were in the basket at the start?

Había unos gatitos en una canasta. Después, 5 gatitos se salieron de la canasta. Ahora hay 2 gatitos en la canasta. ¿Cuántos gatitos había en la canasta al comienzo?


There were some horses in a barn. Then 4 more horses came into the barn. Now there

are 11 horses in the barn. How many horses were in the barn first? Había caballos en el granero. Después, 4 caballos más llegaron al granero. Ahora hay

11 caballos en el granero. ¿Cuántos caballos había en el granero al comienzo?


Mr. Lentz had some cookies. He gave 8 cookies to his children. Now he has 12 cookies. How many cookies did Mr. Lentz have to start with?

El Sr. Lentz tenía galletas. Le dio 8 galletas a sus hijos. Ahora tiene 12 galletas. ¿Cuántas galletas tenía el Sr. Lentz al comienzo?


Question Mark Cards Tarjetas de signo de interrogación

Cut along dotted lines. Twelve cards are provided.

? ? ?

? ? ?

? ? ?

? ? ?


Part-Part-Whole Problems Problemas parte-parte-entero

Activity 1: Making a Part-Part-Whole Mat

Materials:

1. Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate) Parte-parte-entero:

Tarjetas de entero desconocido

Painter’s tape or masking tape

1. Create a part-part-whole mat on the floor using painter’s tape. Each box should measure large enough

for several students to stand in each box. Label each box with a P or a W.

P P

W

2. Display and read one problem aloud.

Questions:



Is there an action in this problem? How do you know?

¿Hay alguna acción en este problema? ¿Cómo lo sabes?

How many ______ are in one part? How many ______ are in the other part?

¿Cuántos(as) ___ hay en una parte? ¿Cuántos(as) ___ hay en la otra parte?

Do we know the total number of ______? Do we know the parts of the set of ______?

¿Sabemos el número total de ____? ¿Conocemos las partes del conjunto de ____?

3. Prompt students to stand in the boxes to represent the known parts on the part-part-whole

representation.

How did you know the number of students needed to represent the situation?

¿Cómo supiste el número de estudiantes que se necesitaba para representar la situación?

4. Ask, “How can we determine the number of ______?” ¿Cómo podemos encontrar el número de ___?

5. Prompt the students representing the parts to move to the whole box.

What do the students in the whole represent? How do you know?

¿Qué representan los estudiantes en el entero? ¿Cómo lo sabes?

6. Repeat steps 2-5 for the remaining problems.

Look/listen for:

Understanding the parts and the whole in a word problem

Using strategies to solve the part-part-whole word problem


Part-Part-Whole: Whole Unknown Cards Tarjetas de parte-parte-entero: Entero desconocido


*Problem A Problema A

The zoo has 5 brown snakes and 4 black snakes. How many brown and black snakes are at the zoo? El zoológico tiene 5 serpientes color café y 4 serpientes negras. ¿Cuántas serpientes cafés y negras hay en el zoológico?

*Problem B Problema B

Two polar bears and 3 brown bears are napping on the rocks. How many

bears are napping on the rocks? Dos osos polares y 3 osos cafés están haciendo siesta en las rocas. ¿Cuántos osos están haciendo siesta en las rocas?

*Problem C Problema C

There are 6 birds and 2 squirrels in a tree. How many animals are in the tree? Hay 6 pájaros y 2 ardillas en un árbol. ¿Cuántos animales hay en el árbol?

*Problem D Problema D

There are 6 adult sea lions and 1 baby sea lion swimming in the water. How many sea lions are swimming in the water? Hay 6 lobos marinos adultos y un 1 lobo marino bebé nadando en el agua. ¿Cuántos lobos marinos están nadando en el agua?


Eight big tigers and 4 small tigers are napping on the grass. How many tigers are napping on the grass? Ocho tigres grandes y 4 tigres pequeños están haciendo siesta en el césped. ¿Cuántos tigres est haciendo siesta en el céspedán ?


There are 9 monkeys in the tree and 7 monkeys by the water. How many monkeys are there altogether? Hay 9 monos en el árbol y 7 monos cerca del agua. ¿Cuántos monos hay en total?

*Kindergarten (quantities up to 10)


Activity 2: Using a Part-Part-Whole Mat

Materials:

Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate) Parte-parte-entero:


Part-Part-Whole: Part Unknown Cards Grade 1 Parte-parte-entero: Tarjetas de parte

desconocida: Primer grado

Part-Part-Whole Mat Tapete de parte-parte-entero

Counters


Questions:







How many ______ are in one part?

¿Cuántos9as) ______ hay en una parte?

How many ______ are in the other part?

¿Cuántos(as) ______ hay en la otra parte?

How many ______ are in the whole?

¿Cuántos(as) ______ hay en el entero?

2. Prompt the students to use counters to represent the given part(s) and/or whole on the

Part-Part-Whole Mat. Tapete de parte-parte-entero

How did you know the number of counters needed to represent the situation?

¿Cómo sabías el número de objetos para contar que se necesitan para representar la situación?

3. Ask, “How can we determine the number of ______?” ¿Cómo podemos encontrar el número de ___?

4. Prompt students to use the Part-Part-Whole Mat Tapete de parte-parte-entero and counters to

solve the problem.


Look/listen for:




Part-Part-Whole: Part Unknown Cards Grade 1 Tarjetas de parte-parte-entero: Parte desconocida – Primer grado



Twelve birds are sitting in a tree. Seven of the birds are blue. The rest of the birds are red. How many red birds are sitting in the tree? Doce pájaros están sentados en un árbol. Siete de los pájaros son azules. El resto de los pájaros son rojos. ¿Cuántos pájaros rojos están sentados en el árbol?


There are 8 giraffes at the zoo. There are 4 giraffes hiding in the trees. How many giraffes are NOT hiding in the trees? Hay 8 jirafas en el zoológico. Hay 4 jirafas escondidas entre los árboles. ¿Cuántas jirafas NO están escondidas entre los árboles?


There are 16 bears at the zoo. There are 10 black bears. The rest of the bears are brown bears. How many brown bears are at the zoo? Hay 16 osos en el zoológico. Hay 10 osos negros. El resto de los osos son cafés. ¿Cuántos osos cafés hay en el zoológico?


Nine zebras are in the petting zoo. Six of the zebras are adults. The rest of the zebras are babies. How many baby zebras are in the petting zoo? Hay nueve cebras en el zoológico. Seis de las cebras son adultas. El resto de las cebras son bebés. ¿Cuántas cebras hay en el zoológico?


There are 14 animals in the trees. Five of the animals are squirrels. The rest of the animals are monkeys. How many monkeys are in the trees? Hay 14 animales en los árboles. Cinco de los animales son ardillas. El resto de los animales son monos. ¿Cuántos monos hay en los árboles?


Part-Part-Whole Mat Tapete parte-parte-entero

Whole Entero

Part Parte

Part Parte


Activity 3: Bridging to a Strip Diagram Grade 1

Materials:

Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate) Parte-parte-entero:


Part-Part-Whole: Part Unknown Cards Grade 1 Parte-parte-entero: Tarjetas de parte

desconocida: Primer grado

Part-Part-Whole Mat Tapete de parte-parte-entero

Part-Part-Whole Running Record Registro contínuo de parte-parte-entero

Counters


Questions:







How many ______ are in one part?

¿Cuántos(as) ______ hay en una parte?

How many ______ are in the other part?

¿Cuántos(as) ______ hay en la otra parte?

How many ______ are in the whole?

¿Cuántos(as) ______ hay en el entero?

2. Prompt students to record the given quantity for the part(s) and/or whole in the appropriate rectangle

and to place a question mark in the rectangle with the unknown on the Part-Part-Whole Parte-

parte-entero recording sheet.

3. Prompt students to use counters to represent the given part(s) and/or whole on the Part-Part-Whole

Mat. Tapete de parte-parte-entero

How did you know the number of counters needed to represent the situation?

¿Cómo sabías el número de objetos para contar que se necesitan para representar la situación?

4. Prompt students to look at the Part-Part-Whole Parte-parte-entero recording sheet. Point to the

strip diagram and ask, “What does this picture look like?” ¿A qué se parece este dibujo?

Questions:

What do you notice about this picture? ¿Qué notas acerca de este dibujo?

What does this picture look similar to? ¿A qué se parece este dibujo?

What might the line represent? ¿Qué crees que representa la línea?

5. Say, “This model is called a strip diagram.” A este modelo se le llama un diagrama de tiras Prompt

students to record the number of the part(s) and/or whole in the appropriate rectangle and to place a

question mark in the appropriate place on the strip diagram.

For example:

6. Ask, “How can we determine the number of ______?” ¿Cómo podemos encontrar el número de____?

Prompt students to solve the problem.

5 ?

12



Look/listen for:




Part-Part-Whole Parte-parte-entero

Part Parte Part Parte Whole Entero

___________

___________

Answer Respuesta

Part-Part-Whole Parte-parte-entero

Part Parte Part Parte Whole Entero

___________

___________

Answer Respuesta

________

________


Part-Part-Whole Running Record Registro Contínuo de parte-parte-entero

Name

Pro

ble

m

Whole

Unknow

n

Part

Unknow

n

Tools Used to Solve Problem

Addition and Subtraction Strategy Explanation

Answ

er

















Tools: F – Fingers C – Concrete objects P – Pictures

NS – Number sentence M – Mental math

Strategy Codes: DM/CA – Direct modeling with counting all DM/R – Direct modeling with removal CO – Counting on

CB – Counting back FS – Fact strategy

Explanation Codes: CE – Correct explanation IE – Incorrect explanation W – Words

P – Pictures NS – Number sentence


4-2-1 Addition and Subtraction Suma y resta Materials:

4-2-1: Solving Addition and Subtraction Problems Kindergarten

Resolviendo problemas de suma y resta Kindergarten

4-2-1: Solving Addition and Subtraction Problems First Grade

Resolviendo problemas de suma y resta Primer gardo

1. Prompt students to make a group of four.

2. Display and read the problem aloud.

3. Prompt students to work together to solve the problem.

4. Prompt students to split into two groups of two.


6. Prompt students to work together to solve the problem.

7. Prompt students to work alone for the next problem.


Question:

Were the objects in the problem being joined together or separated? How do you know?

¿Se estaban juntando o separando los objetos en el problema? ¿Cómo lo sabes?

Look/listen for:

Modeling the action of joining sets of objects or separating sets of sets from a set of objects

Understanding of the parts and the whole in a word problem

Modeling the comparison of two sets with the difference unknown

Strategies to determine the unknown in a word problem


4-2-1: Solving Addition and Subtraction Problems Resolviendo problemas de suma y resta Kindergarten

Group of 4 Grupo de 4

Carter had 7 gumballs. Jason gave him 4 more gumballs. How many gumballs does Carter have now?

Carter tenía 7 chicles. Jason le dio 4 chicles más. ¿Cuántos chicles tiene ahora Carter?


Mr. Hudson has 10 stickers. He gave 5 stickers to Miguel. How many stickers does Mr. Hudson have now?

El Sr. Hudson tiene 10 calcomanías. Él le dio 5 calcomanías a Miguel. ¿Cuántas calcomanías tiene el Sr. Hudson ahora?

On My Own! ¡Yo solo!

Molly has 6 pink gumballs and 3 white gumballs. How many gumballs does Molly have in all? Molly tiene 6 chicles rosados y 3 blancos. ¿Cuántos chicles tiene Molly en total?


4-2-1: Solving Addition and Subtraction Problems Resolviendo problemas de suma y resta First Grade Primer grado


Toby has 20 crayons. Twelve of the crayons are yellow, and the rest of the crayons are green. How many of Toby’s crayons are green?

Toby tiene 20 crayones. Doce de los crayones son amarillos y el resto de los crayones son verdes. ¿Cuántos de los crayones de Toby son verdes?


Juan had 3 stickers. He had 5 fewer stickers than Audrey. How many stickers does Audrey have? Juan tenía 3 calcomanías. Él tenía 5 calcomanías menos que Audrey. ¿Cuántas calcomanías tiene Audrey?

On My Own! ¡Yo solo!

Taylor had some cookies. She gave 10 cookies to her friends. Now Taylor has 8 cookies. How many cookies did Taylor have to start with?

Taylor tiene algunas galletas. Le dio 10 galletas a sus amigas. Ahora Taylor tiene 8 galletas. ¿Cuántas galletas tenía Taylor al principio?

Documents

SPANISH STUDENT ACTIVITIES: KINDERGARTEN