# 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.

MLR8 Discussion Supports. Use gestures to emphasize a countdown to when the image is flashed. This will help students learn the cues that require their attention.
Engagement: Provide Access by Recruiting Interest. Use a countdown such as “¡Preparados, listos, miren!” // “Ready, set, show!” to support student focus and attention. Reassure students who miss the first flash that the image will be shown a second time.
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?

### 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
• “¿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

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!

### Activity Synthesis

• 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.

• Groups of 4

### 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

### 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

“Piensen en alguna cosa que alguien haya hecho y que les haya ayudado hoy cuando trabajamos en los centros” // “Think of one thing someone did during center time today that helped you with your work.”

## 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.