Lesson 9

The purpose of this activity is for students to consider different ways of acting out a story. Students revisit the story from previous lessons, which has another verse added to it. They suggest different ways the story could be acted out. Acting out gives students opportunities to make sense of a context (MP1).

• 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.
• “¿Qué cambió en la historia?” // “What has changed about the story?” (There is a new part. Only 2 of the ducks came back.)
• Read the story again.
• “¿Cómo pueden actuar esta historia?” // “How can you act out this story?”
• 30 seconds: quiet think time

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share responses.

• Read the story together.
• Act out the story as a class using a student suggestion. After acting out the first verse, reread the second verse and ask: “¿Qué será diferente cuando actuemos la historia esta vez?” // “What will be different about how we act out the story this time?” (Only two of the ducks came back.)

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. In the synthesis, students discuss what they notice about different images of 2 dots. Students will continue considering different arrangements of the same number in the next activity. The number “2” is displayed at the end of the activity to give students opportunities to recognize numbers and connect numbers and quantities.

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

• “Usen sus dedos para mostrarle a su compañero cuántos puntos ven” // “Use your fingers to show your partner how many dots you see.”
• 30 seconds: partner work time
• “Cuéntenle a su compañero cuántos puntos ven, cómo lo saben y qué ven“ // “Tell your partner how many dots you see and how you see them.”
• 1 minute: partner discussion
• Record responses.
• Repeat with the second image.

• “¿Qué observaron sobre los grupos de puntos?” // “What did you notice about the groups of dots?” (They both have 2 dots. They look different. They are the same but one is turned sideways.)
• Display or write “2”.
• “Hay dos puntos” // “There are 2 dots.”

The purpose of this activity is for students to learn stage 2 of the Picture Books center. In this activity, students identify and record small groups of objects in their classroom with the same quantity. Through recording groups of two objects and seeing the groups of two objects recorded by other students, students are invited to notice that many different groups of objects can have the same number.

Students create one page of a picture book, which is printed in their student workbook. Students have the opportunity to complete more pages in a picture book during centers. A blackline master of the picture book template is included. Each page of the picture book includes a written number in addition to dots so that students can begin to connect numbers and quantities.

• Display the student book.
• Give students access to colored pencils or crayons.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (There are 2 dots. There is a number. The rest of the page is blank.)
• 30 seconds: quiet think time
• Share responses.
• “Encontramos grupos de cosas en nuestro salón. También emparejamos grupos que tienen el mismo número de cosas. ¿Pueden encontrar alguna cosa de la que haya dos en nuestro salón y que quieran incluir en sus libros de imágenes?” // “We have found groups of things in our classroom. We also matched groups that have the same number of things. Can you find something in our classroom that there are two of that you want to include in your picture book?”
• 30 seconds: quiet think time

• “Van a hacer una página para el libro de imágenes como las que vimos antes. Hay dos puntos arriba en la página, así que en esta página deben dibujar cosas de nuestro salón de las que haya dos” // “You are going to make a page for a picture book like the ones we looked at earlier. There are two dots at the top of the page, so on this page you should draw things that there are two of in our classroom. ”
• 3 minutes: independent work time
• “Compartan su trabajo con su pareja. ¿Los dos dibujaron el mismo grupo de objetos?” // “Share your work with your partner. Did you both draw the same group of objects?”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• “Encuentren otros grupos de 2 cosas en el salón y pónganlas en esta página de su libro de imágenes” // “Find other groups of 2 things in the classroom to add to this page in your picture book.”
• 3 minutes: independent work time

If students draw groups with more or fewer than 2 things, consider asking:

• “¿Puedes contarme algo sobre este grupo de cosas que dibujaste? ¿Cuántos _____ hay?” // “Can you tell me about this group of things that you drew? How many _____ are there?”
• “¿Qué cosas ves que están en un grupo de 2?” // “What things do you see that are in a group of 2?” If needed, identify some objects in the room and ask “¿Hay 2 _____?” // “Are there 2 _____?”

• Invite students to share the groups of 2 that they drew.
• Record responses.
• “¿En qué se parecen todos estos grupos de cosas?” // “What is the same about all of these groups of things?” (We found them all in the classroom. They all have 2.)
• “Podrán hacer más páginas para sus libros de imágenes cuando trabajemos en los centros” // “You will be able to make more pages for your picture book in centers.”

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

• 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

• “Hoy vamos a trabajar en centros con nuestras herramientas matemáticas y nuestros libros de imágenes. Una de las posibilidades para trabajar hoy en los centros es hacer una página más para sus libros de imágenes” // “Today you will work in centers with our math tools and picture books. During center time today one of the choices is to make another page for your picture book.”
• 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

• 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 do 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 su libro? ¿Cuántas cosas hay?” // “What groups of things did you see in your book? How many things are there?”
  • “¿Qué grupos de objetos dibujaron en sus libros de imágenes?” // “What groups of objects did you draw in your picture book?”
• Monitor for students who draw clear groups of 1–4 objects for a new page in their picture book.

• Invite previously selected students to share their picture book page. The lesson synthesis will focus on this page.