Center Day 2 (optional)
Warm-up: Number Talk: Make 100 (10 minutes)
- Display one expression.
- “Give me a signal when you have an answer and can explain how you got it.”
- 1 minute: quiet think time
- Record answers and strategies.
- Keep expressions and work displayed.
- Repeat with each expression.
Find the value of each expression mentally.
- \(80¢ + 20¢ + 37¢\)
- \(80¢ + 20¢+ 37¢+ 42¢\)
- \(75¢ + 37¢ + 25¢\)
- \(75¢ + 80¢ + 25¢ + 20¢\)
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- Revisit a student strategy that shows looking for a way to make 100 first and expresses the total in cents.
- Consider asking:
- “Who can restate _____'s reasoning in a different way?”
- “Who can restate _____'s reasoning using dollars and cents?”
Activity 1: Introduce How Close?, Add to 1,000 (15 minutes)
The purpose of this activity is for students to learn stage 4 of the How Close center. Students pick a given number of digit cards and then choose a subset of those to make an expression that yields a number as close as possible to the target number. Before playing, students remove the cards that show 10 and set them aside. Each student picks 8 cards and chooses 5 or 6 of them to create 2 three-digit numbers. Each student adds the numbers. The score for the round is the difference between each student's sum and 1,000. Students pick new cards so that they have 8 cards in their hands and then start the next round. The player with the lowest score after 10 rounds wins.
Materials to Gather
Materials to Copy
- How Close? Stage 4 Recording Sheet
- Give each group a set of number cards and two copies of the blackline master.
- “We are going to learn a new way to play the How Close center.”
- “Before you play, remove the cards that show 10 and set them aside.”
- “Each person picks 8 cards and chooses 6 of them to create 2 three-digit numbers. Then add your three-digit numbers.”
- “The score for the round is the difference between your sum and 1,000.”
- “Then pick new cards so that you have 8 cards in your hand and then start the next round.”
- “The player with the lowest score after 10 rounds wins.”
- Answer any questions or play a round with the class as needed.
10 minutes: partner work time
- “What strategies did you use to add the numbers?”
Activity 2: Introduce Five in a Row, Add Within 1,000 with Composing (25 minutes)
The purpose of this activity is for students to learn stage 8 of the Five in a Row: Addition and Subtraction center. Students add within 1,000 with sums that require composing units when adding by place.
Then, students choose from any stage of previously introduced centers.
- Five in a Row
- How Close?
Materials to Gather
Materials to Copy
- Five in a Row Addition and Subtraction Stage 8 Gameboard
- Each group of 2 needs 10 counters and 2 paper clips.
- Gather materials from:
- Five in a Row, Stages 7–8
- How Close, Stage 4
- Groups of 2
- Give each group two paper clips, counters, and a gameboard.
- “We are going to learn a new way to play the Five in a Row center. The center is the same as previous versions, but now you might need to compose new units when you add.”
- “Take a minute to read the directions with your partner.”
- Answer any questions.
- “Play this new version of Five in a Row with your partner.”
- 10 minutes: partner work time
- “Now you can choose another center. You can also continue playing Five in a Row.”
- Display the center choices in the student book.
- Invite students to work at the center of their choice.
- 10 minutes: center work time
- If time, invite students to choose another center.
Choose a center.
Five a Row: Addition and Subtraction
- “What did you like about the activities you worked on today?”