# Lesson 13

¿Cuántos ves?

## Warm-up: Cuántos ves: Grupos iguales (10 minutes)

### Narrative

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see. In the synthesis, discuss what students know about the How Many Do You See routine and what they need to think about to create one like this example.

### Launch

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display the image.
• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.

### Student Facing

¿Cuántos ves? ¿Cómo lo sabes?, ¿qué ves?

### Activity Synthesis

• “¿Qué saben sobre las actividades tipo ‘Cuántos ves’?” // “What do you know about How Many Do You See?” (They have dots arranged in groups that make the dots easier to count. There are many different ways to count the dots.)
• Consider asking: “¿En qué tendrían que pensar si fueran a diseñar una actividad tipo ‘Cuántos ves’ como esta?” // “What would you have to think about if you were going to design a How Many Do You See like this one?” (How the dots are organized. How to create groups of dots that are easy to count. Different ways that the dots could be seen.)
• Record and display responses for all to see.

## Activity 1: Diseñen su actividad tipo “Cuántos ves” (20 minutes)

### Narrative

The purpose of this activity is for students to collaborate and create a How Many Do You See activity that focuses on equal groups. Students create their own dot image and come up with different ways that other students might see the dots.

### Launch

• Groups of 3 - 4
• “En grupo, creen una actividad tipo ‘Cuántos ves’ sobre grupos iguales” // “Work with your group to create a How Many Do You See activity about equal groups.”

### Activity

• 15 minutes: small-group work time
• If time permits, encourage students to create a second dot image.

### Student Facing

1. Dibujen una imagen de puntos que motive a sus compañeros a contar grupos iguales.

2. Escriban las posibles maneras en las que los estudiantes podrían ver los puntos en su imagen.

Maneras en las que los estudiantes podrían ver los puntos:

### Activity Synthesis

• “¿Qué preguntas tienen todavía acerca de cómo crear una actividad tipo ‘Cuántos ves’?” // “What questions do you still have about creating your How Many Do You See?”
• Give students a few minutes to make adjustments, if needed.

## Activity 2: Dirijan su actividad tipo “Cuántos ves” (15 minutes)

### Narrative

The purpose of this activity is for students to facilitate the How Many Do You See they created in the previous activity. Each group takes turns facilitating their How Many Do You See for another group (or two groups, if time permits).

MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.
Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory; Organization

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 3-4 from the previous activity needs 1 piece of chart paper and a marker.

### Launch

• Groups of 3 - 4 from previous activity
• Give each group a piece of chart paper and a marker to record responses.
• “Ahora trabajen con otro grupo. Por turnos, dirijan la actividad tipo ‘Cuántos ves’ que crearon” // “Now, work with another group and take turns facilitating the How Many Do You See activity you created.”

### Activity

• 10–12 minutes: small-group work time
• Remind students to switch roles after 5–6 minutes.

### Student Facing

1. Pregunten a sus compañeros: “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?”.
2. Muestren rápidamente su imagen.
3. Denles 30 segundos para pensar en silencio.
4. Muestren su imagen.
5. Denles un minuto para que discutan.
6. Pídanles que compartan cuántos vieron, cómo lo saben y qué vieron.
7. Anoten las ideas de sus compañeros.

### Activity Synthesis

• “¿Qué aprendieron mientras dirigían su actividad?” // “What did you learn from facilitating your activity?” (Others might see the dots in ways we did not think of. Arranging the dots thoughtfully is important so others can see the pattern we are after.)

## Lesson Synthesis

### Lesson Synthesis

“¿Qué cosas importantes tuvieron en cuenta cuando crearon la imagen para su actividad tipo ‘Cuántos ves’? ¿Por qué fueron importantes estas cosas?” // “What important things did you consider as you created the image for your How Many Do You See? Why were these things important?” (We thought about the ways to arrange the dots, so they could be grouped to help other students count them. We thought about how many dots were in the groups, because if they were too big, other students wouldn't have time to count the dots in a short amount of time.)