Lesson 11
Consigamos suficientes
Warm-up: Cuántos ves: En un instante (10 minutes)
Narrative
The purpose of this How Many Do You See is for students to recognize and name small groups of dots and describe how they see them. This is the first time the images are quickly flashed instead of being displayed for students to look at for as long as necessary. This encourages students to determine the number of dots without counting. From this point on, images in the How Many Do You See routine will be flashed rather than displayed.
Advances: Listening, Representing
Supports accessibility for: Attention, Social-Emotional Functioning
Launch
- Groups of 2
- “Esta vez les mostraré un grupo de puntos muy rápidamente. Prepárense para ver cuántos puntos hay” // “This time I am going to show you a group of dots very quickly. Be ready to see how many dots there are.”
- Flash the first image.
- “¿Cuántos puntos vieron? ¿Cómo lo saben?, ¿qué vieron?” // “How many do you see? How do you see them?”
Activity
- Flash the image again.
- “Usen sus dedos para mostrarle a su compañero cuántos puntos vieron” // “Use your fingers to show your partner how many dots you see.”
- 30 seconds: partner work time
- “Cuéntenle a su compañero cuántos puntos vieron, cómo lo saben y qué vieron” // “Tell your partner how many dots you see and how you see them.”
- 1 minute: partner discussion
- Repeat with the second image.
Student Facing
¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?
Student Response
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Activity Synthesis
- “¿Cómo pudieron saber cuántos puntos había si se los mostré tan rápidamente?” // “How could you tell how many dots there were when I flashed the dots so quickly?”
Activity 1: Actuémoslo: Cuatro ranitas manchadas (parte 2) (10 minutes)
Narrative
The purpose of this activity is for students to think of different ways a story can be represented. Students hear the story for the second time. In addition to explaining what the story is about, students also think of ways the class could act out the story. Acting out gives students opportunities to make sense of a context (MP1). Monitor for suggestions of acting out the story with concrete objects such as cubes, fingers, or students, as well as representing the story with pictures. In the activity synthesis, the class acts out the story in one of the ways suggested by the students.
Launch
- Groups of 2
- Display and read the story.
- “¿De qué se trata la historia?” // “What is the story about?”
- 30 seconds: quiet think time
- Share responses
- Read the story again.
- “¿Cómo pueden actuar esta historia?” // “How can you act out this story?”
- 30 seconds: quiet think time
Activity
- “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share responses.
Student Facing
4 ranitas manchadas se sentaron en un tronco manchado
a comer los más deliciosos bichos. ¡Yum! ¡Yum!
1 saltó al lago, que estaba agradable y fresco.
Ahora hay 3 ranitas verdes manchadas. ¡Glub! ¡Glub!
Student Response
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Activity Synthesis
- Read the story together.
- Act out the story as a class using a previously identified suggestion of using concrete objects or pictures.
Activity 2: Consigamos suficientes (10 minutes)
Narrative
The purpose of this activity is for students to get enough pencils for each group of students. Students might get enough pencils for the groups by giving one pencil to each person in the group. Students may also notice that the number of students and pencils are the same when they make a group of pencils with one pencil for every student.
Required Materials
Materials to Gather
Required Preparation
- Each group of 4 needs at least 8 pencils.
Launch
- Groups of 4
- Give each group access to at least 8 pencils.
Activity
- “Consigan suficientes lápices para que cada persona del grupo tenga un lápiz” // “Work together with your group to get enough pencils so that everyone in your group has one pencil.”
- 2 minutes: small-group work time
- “Pongan su grupo de lápices en la mesa” // “Put your group of pencils on the table.”
- “¿Cuántos lápices hay en el grupo que hicieron?” // “How many pencils are in the group you made?”
- “¿Cuántas personas hay en su mesa?” // “How many people are at your table?”
- “¿Qué observan?” // “What do you notice?” (There are the same number of pencils and people.)
- “Consigan suficientes lápices para que cada estudiante que está dibujado en su cuaderno de trabajo tenga un lápiz”. // “Work with your group to get enough pencils so that each student pictured in your student workbook gets one.”
- 2 minutes: small-group work time
Student Facing
Student Response
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Activity Synthesis
- “Necesito conseguir suficientes lápices para que cada estudiante tenga uno. ¿Qué debo hacer?” // “I need to get enough pencils so that each student has one. What should I do?” (You should give each student a pencil. You should count the students and see how many there are. Then you can get that many pencils.)
Activity 3: Centros: Momento de escoger (25 minutes)
Narrative
The purpose of this activity is for students to choose from activities that focus on using math tools and recognizing quantities without counting.
Students choose from any stage of previously introduced centers.
- Connecting Cubes
- Pattern Blocks
- Geoblocks
- Picture Books
Required Materials
Materials to Gather
Required Preparation
- Gather materials from:
- Connecting Cubes, Stages 1 and 2
- Pattern Blocks, Stages 1 and 2
- Geoblocks, Stages 1 and 2
- Picture Books, Stages 1 and 2
Launch
- “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
- 30 seconds: quiet think time
Activity
- Invite students to work at the center of their choice.
- 10 minutes: center work time
- “Escojan qué quieren hacer ahora” // “Choose what you would like to work with next.”
- 10 minutes: center work time
- While students work in centers, ask:
- “¿Qué hicieron con los cubos encajables, las fichas geométricas o los bloques sólidos geométricos?” // “What did you do with the connecting cubes, pattern blocks, or geoblocks?”
- “¿Qué grupos de cosas vieron en sus libros? ¿Cuántas cosas había?” // “What groups of things did you see in your book? How many things are there?”
Student Facing
Escoge un centro.
Bloques sólidos
geométricos
Cubos encajables
Fichas geométricas
Libros de imágenes
Activity Synthesis
Lesson Synthesis
Lesson Synthesis
Display the image of 5 students from Activity 2.
“Si este grupo de estudiantes usa bloques sólidos geométricos cuando estemos trabajando en los centros, ¿cuántos bloques necesitamos para que cada estudiante pueda tener uno? ¿Cómo lo saben?” // “If this group of students is working with geoblocks during center time, how many blocks do we need so that each student can have one? How do you know?”
“Ahora, contemos hasta 10” // “Now, let’s count to 10.”
Demonstrate counting to 10. Count to 10 as a class 1–2 times.
Cool-down: Unidad 1, punto de chequeo de la sección C (0 minutes)
Cool-Down
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Student Section Summary
Student Facing
En esta sección, desciframos si había suficientes lápices para cada uno en nuestro grupo.
Emparejamos cada lápiz con una persona.
También conseguimos suficientes lápices para que cada persona pudiera tener uno.