# Lesson 12

## Warm-up: Cuántos ves: Imágenes relámpago (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to recognize and name groups of images and describe how they see the images. This is the first time students complete the full warm-up routine, with 3 images that are flashed quickly for the students to see. The first two images show 3 in different arrangements, which builds the understanding that the same quantity can be represented in different ways. The third image builds on the second image with two more dots added in a different color to encourage students to see the image as both 5 dots as well as a group of 3 dots and a group of 2 dots.

### 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 pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

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

### Activity Synthesis

• Display the image of 5 dots.
• “¿Tú y tu pareja vieron estos puntos de la misma forma?” // “Did you and your partner see these dots the same way?”
• “Hay 5 puntos. Hay 3 puntos negros y 2 puntos blancos” // “There are 5 dots. There are 3 black dots and 2 white dots.”

## Activity 1: ¿Cuál bolsa? (10 minutes)

### Narrative

The purpose of this activity is for students to match numbers and groups of objects. Students find the bag that contains the given number of objects. The bags can be filled with math tools such as connecting cubes and counters or classroom objects. The number is displayed and said orally to assist students in connecting the written number to the spoken number word.

MLR8 Discussion Supports. Students should take turns finding a match and explaining their reasoning to their group. Connect to previously learned comparison language by listening for and encouraging the appropriate use of the phrase “mismo número que” // “same number as.”

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 4 needs 4 bags. One bag each with: 5 objects, 7 objects, 8 objects, and 9 objects.

### Launch

• Groups of 4
• Give each group of students 4 bags.
• Write or display the number 8.
• “Encuentren la bolsa que tiene 8 objetos” // “Find the bag that has 8 objects.”

### Activity

• 2 minutes: small-group work time
• Repeat the steps with the numbers 5, 7, and 9.

### Activity Synthesis

• Invite a group of students to share which bag contained 9 objects.
• “¿Cómo saben que esta bolsa de objetos va con el número 9?” // “How do you know that this bag of objects goes with the number 9?” (We counted them and there are 9.)

## Activity 2: Estaciones de conteo (15 minutes)

### Narrative

The purpose of this activity is for students to match numbers and groups of objects. Each group of students has a collection of 1-10 objects in a bag labelled with a letter. Each group of students counts to determine how many objects are in their bag. Students find the number on their recording sheet and write the letter that is on their bag. The bags of objects can be rotated between groups or groups of students can move from one bag of objects to the next.

As students count the objects at each station, they write the letter next to the number that shows how many objects are in the bag. Consider establishing a noise or movement to signal to students when it is time to transition between stations. There do not need to be 10 stations.

Action and Expression: Develop Expression and Communication. Students might need support counting the collection of objects that are greater than 5. Give students access to 5-frames so that they can use them to help count the collections.
Supports accessibility for: Conceptual Processing, Organization, Visual-Spatial Processing

### Required Materials

Materials to Gather

Materials to Copy

• Reference Sheet Numbers (1–10) with 5-Frames

### Required Preparation

• Each group of 4 needs 1 bag of 1-10 objects labelled with a letter.

### Launch

• Groups of 4
• Display a bag with 7 objects labelled with the letter “A”.
• “¿Cuántos objetos hay en la bolsa?” // “How many objects are in the bag?”
• Count as a class or invite a student to count the objects.
• “Hay 7 objetos. Encuentren el número 7 en su hoja de registro. Esta bolsa tiene una 'A', por eso debemos escribir 'A' al lado del número 7” // “There are 7 objects. Find the number 7 on your recording sheet. This bag has an 'A' on it, so we should write 'A' next to the number 7."
• Give each group of 4 students a bag.
• “En su bolsa hay una colección de objetos y una letra. Descifren cuántos objetos hay en la colección. Después, escriban la letra al lado del número que muestra cuántos objetos hay en la colección” // “There is a collection of objects and a letter on your bag. Figure out how many objects are in the collection. Then write the letter next to the number that shows how many objects are in the collection.”

### Activity

• 7 minutes: small-group work time
• Rotate bags or students to as many stations as time allows.

### Student Facing

número de objetos   nombre de la bolsa
1

2

3

4

5

6

7

8

9

10

### Activity Synthesis

• Invite students to share which number they marked for each station.
• “¿Cómo descubrieron que el número 5 va con esta colección de objetos?” // “How did you figure out that the number 5 goes with this collection of objects?” (I counted them and then looked for the number 5.)

## Activity 3: Retomemos “Carrera con números: Números del 1 al 10“ (20 minutes)

### Narrative

The purpose of this activity is for students to revisit stage 1 of the Number Race center. In an earlier variation, students traced numbers. Students practice recognizing and writing numbers as they roll a connecting cube onto the mat and write the number that it lands on. Students continue rolling and writing until one number "wins" (all of the numbers in the column are written). After students have written all of one number, they can finish writing the rest of the numbers. Students can use different colors or writing utensils during this center. Writing numbers backwards (“reversals”) and incorrectly forming numbers is expected in kindergarten. The emphasis is on students writing a number that is recognizable to others with practice.

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

• Geoblocks
• Math Fingers

### Required Materials

Materials to Gather

Materials to Copy

• Number Mat 1-10
• Number Race Stage 1 Recording Sheet for Writing

### Required Preparation

• Gather materials from:
• Number Race, Stage 1
• Geoblocks, Stages 1 and 2

### Launch

• Groups of 2
• Give each student a recording sheet. Give each group of 2 students a number mat and a connecting cube. Give students access to colored pencils, crayons, or markers.
• Display the recording sheet.
• “Vamos a aprender una nueva forma de jugar 'Carrera con números'. ¿Qué observan?” // “We are going to learn a new way to play Number Race. What do you notice?” (The numbers are written at the bottom. There aren’t numbers to trace.)
• 30 seconds: quiet think time
• Share responses.
• “En vez de trazar números, vamos a practicar cómo escribir números. ¿Qué hacen en cada turno cuando juegan 'Carrera con números' con su compañero?” // “Instead of tracing numbers we will practice writing numbers. What do you do each turn when you play Number Race with your partner?”

### Activity

• If needed, say: “Lancen el dado en el tablero de números. Busquen ese número en su hoja de registro y escríbanlo en la casilla de abajo. Jueguen por turnos a lanzar y escribir hasta que llenen todas las casillas de algún número. Ese número es el ganador” // “Roll the cube onto the number mat. Find that number on your recording sheet and write that number in the bottom box. Take turns rolling and writing until you’ve written all of one number. That number is the winner.”
• 5 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando 'Carrera con números'” // “Now you can choose another center. You can also continue playing Number Race.”
• 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.

### Student Facing

Escoge un centro.

Carrera con números

Bloques sólidos geométricos

Dedos matemáticos

### Activity Synthesis

• “¿Cuál número les gustó más escribir? ¿Cuál número fue el más difícil de escribir?, ¿por qué fue difícil?” // “Which number was your favorite to write? Which number was most challenging to write? What made it challenging?”

## Lesson Synthesis

### Lesson Synthesis

Display 4 pattern blocks or 4 other objects.

“Díganle algo a su compañero sobre estas fichas geométricas” // “Tell your partner about these pattern blocks.”

Invite students who used the number four to describe the pattern blocks to share.

If no student used a number to describe the pattern blocks, say “Díganle algo a su compañero sobre estas fichas geométricas usando un número” // “Tell your partner about these pattern blocks using a number.”

Write the number 4.

“Hay 4 fichas geométricas. Podemos usar palabras y números para describir cuántas hay. Podemos decir la palabra cuatro y escribir el número 4 y mostrar 4 objetos. Todos son 4” // “There are 4 pattern blocks. We can use words and numbers to describe how many there are. We can say the word four and write the number 4 and show 4 objects. They are all 4.”