Lesson 12

The purpose of this warm-up is for students to experience part of the Questions About Us routine. Students continue to engage in this routine throughout the section, focused on answering “¿Cuántos estamos hoy aquí?” // “How many of us are here today?” In this activity students associate one number with one person as they count the students in the class. As students share answers to questions such as “¿Cómo podemos averiguar cuántos estamos hoy aquí?” // “How can we figure out how many of us are here?” and ”¿Conté correctamente los estudiantes?” // “Did I count the students correctly?” they are beginning to explain their reasoning and construct viable arguments (MP3).

While the teacher counts the students in the class, students count along to practice the verbal count sequence.

• “¿Cómo podemos averiguar cuántos estamos aquí?” // “How can we figure out how many of us are here?”
• 30 seconds: quiet think time
• Share responses.
• Monitor for students who suggest touching and counting each student. 

• Count the students, saying one number for each student. 
• “¿Cuántos estamos hoy aquí?” // “How many of us are here today?”

• Bring 5 students to the front of the class. 
• Demonstrate counting the students incorrectly by saying 2 numbers for 1 student. 
• “¿Conté correctamente los estudiantes?” // “Did I count the students correctly?”

The purpose of this activity is for students to count their collection in a way that makes sense to them. The focus is on saying one number for each object. Most students should be given collections with 6–10 objects. Based on formative assessment data collected in previous sections, adjust the number of objects in collections for individual students. Students are provided with counting mats and 5-frames to help them accurately count or organize their collections. Students use appropriate tools strategically as they choose which tools help them count their collections (MP5).

Collections can be created from classroom objects such as connecting cubes, two-color counters, pattern blocks, or buttons. Students can also bring in collections of objects to count from home. Collections of 6-10 objects will be used throughout this section.

A counting mat is provided as a blackline master. Students will continue to use this mat throughout the year. Consider copying the mat on cardstock or laminating it and keeping it organized to be used repeatedly.

•  Based on their formative assessment data, each student needs:
  • collection of 1–5 objects 
  • collection of 6–10 objects 
  • collection of more than 10 objects (optional)

• Display a collection of 6–10 objects.
• “¿Cómo podemos descifrar cuántos objetos hay en esta colección?” // “How can we figure out how many objects are in this collection?”
• 30 seconds: quiet think time
• Share responses.

• Give each student a bag of objects. Give students access to 5-frames and a counting mat. 
• “Descifren cuántos objetos hay en su colección. Usen las herramientas si les ayudan” // “Figure out how many objects are in your collection. Use the tools if they are helpful.”
• 2 minutes: independent work time
• “Intercambien colecciones con un compañero. Descubran cuántos objetos hay en su nueva colección” // “Switch collections with a partner. Figure out how many objects are in your new collection.”
• 2 minutes: independent work time
• Monitor for students who say one number for each object.

If students say more than one number for each object, consider asking:

• “¿Cómo puede el tablero de conteo ayudarte a decir un número para cada objeto?” // “How can the counting mat help you say one number for one object?”
• If needed, prompt students to count as you move each object slowly from one side of the counting mat to the other. 

Students may also benefit from the optional activities in the next two lessons. 

• Invite previously identified students to demonstrate how they counted their collections.
• “¿Qué observan sobre la manera como ellos contaron?” // “What do you notice about how they counted?”
• If needed, “Ellos decían un número al tocar cada objeto” // “They said one number as they touched each object.”
• After each student shares, write or display the number and say, “Hay _____ objetos en su colección” // There are _____ objects in their collection.”

The purpose of this optional activity is for students to practice the verbal count sequence to 10. This activity is optional because it is an opportunity for extra practice that not all students may need. Based on formative assessment data and observation from previous sections and during the first activity, this activity will be helpful for students who are not yet saying the count sequence to 10. English learners in particular will benefit from this additional opportunity to practice the verbal count sequence.

This activity can be used with a small-group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than one time. Consider incorporating counting and counting songs throughout the day and during transitions.

• Groups of 2
• “Voy a contar hasta 10” // “I’m going to count to 10.” 
• Count to 10.

• “Contemos juntos hasta 10” // “Let’s count to 10 all together.”
• Count to 10 all together.
• “Contemos hasta 10 y aplaudamos al decir cada número” // “Let’s count to 10 and clap our hands when we say each number.”
• Count to 10 and clap all together.
• “Contemos hasta 10 y toquemos la mesa al decir cada número” // Let’s count to 10 and touch the table when we say each number.”
• Count to 10 and touch the table all together.
• “Contemos hasta 10 y levantemos un dedo al decir cada número” // “Let’s count to 10 and put up 1 finger when we say each number.”
• Count to 10 and put up each finger all together.

If students “sing” the count sequence without separating each number word, prompt them to count slowly and match a gesture or movement with each number.

• “Jueguen por turnos con su compañero a contar hasta 10. Pueden aplaudir o tocar la mesa al decir cada número. También pueden inventar su propio movimiento para cada número” // “Take turns counting to 10 with your partner. You can clap your hands or touch the table when you say each number. You can also think of your own movement for each number.”
• 1 minute: partner discussion

The purpose of this activity is for students to learn stage 3 of the Pattern Blocks center. In this center, students use a specified number of each pattern block to create with. While the written number is provided, students can use the images to determine how many pattern blocks they need. For example, 5 blue rhombuses are pictured next to the number “5”. Students can place pattern blocks on top of the images of rhombuses to determine how many they need, which gives students practice in creating groups with the same number. Students may also count to determine how many of each pattern block they need.

After they participate in the center, students choose from any stage of previously introduced centers.

• Connecting Cubes
• Pattern Blocks
• Geoblocks
• Picture Books

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

• 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

• Groups of 2
• Display the student book.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share and record responses.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Fichas geométricas’. Se llama ‘Fichas geométricas: Consigue y construye’” // “We are going to learn a new way to do the Pattern Blocks center. It is called Pattern Blocks, Get and Build.”
• “Esta página les muestra cuáles fichas geométricas necesitan. Trabajen con su pareja para sacar todas las fichas geométricas que necesitan” // “This page shows you which pattern blocks you need. Work with your partner to take out all of the pattern blocks that you need.”
• 3 minutes: partner work time
• Monitor for students who place the pattern blocks on top of the images to determine how many pattern blocks they need.
• Invite previously identified students to share how they determined which pattern blocks they needed.
• “Ahora pueden usar sus fichas geométricas para crear lo que quieran. Pueden hacer un robot, un diseño o algo diferente” // “Now you can use your pattern blocks to create whatever you’d like. You can make a robot or a design or something else.”

• 3 minutes: partner work time
• “Ahora pueden escoger otro centro o pueden seguir jugando ‘Fichas geométricas‘” // “Now you can choose another center. You can also continue playing Pattern Blocks.”
• If students want to continue with stage 3 of Pattern Blocks, give them a copy of the blackline master with more pattern blocks they can get and build with.
• 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.

• “¿Cómo descubrieron cuántas fichas geométricas necesitaban?” // “How did you figure out how many pattern blocks you needed?”