options: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice adding and subtracting within 10. Students choose from any stage of previously introduced centers.
Capture Squares
Math Stories
What’s Behind My Back
Engagement: Provide Access by Recruiting Interest.
Use visible timers or audible alerts to help learners anticipate and prepare to transition between activities.
Supports accessibility for: Attention, Organization
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from previous centers:
Capture Squares, Stages 1 and 2
Math Stories, Stage 4
What's Behind My Back, Stage 2
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
“Choose what you would like to do next.”
10 minutes: center work time
Student Facing
Choose a center.
Capture Squares
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Math Stories
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What's Behind My Back
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Activity Synthesis
“Tell your partner your favorite thing about center time and why it is your favorite.”


correct_option_index: 0