Lesson 9

The purpose of this warm-up is for students to consider concepts of number in a familiar context.  Students compare groups of images in the synthesis. Save the completed chart to use in future lessons.

• Groups of 2
• Display the Questions About Us Chart.
• “¿Qué fruta les gusta más: manzana o banano?” // “Which fruit do you like better: apples or bananas?”
• 30 seconds: quiet think time
• Record each student's choice with a circle in a 5-frame.

• “¿Cómo podemos descifrar cuántos estudiantes prefieren manzana?” // “How can we figure out how many students like apples better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes prefieren manzana?” // “How many students like apples better?”
• “¿Cómo podemos descifrar cuántos estudiantes prefieren banano?” // “How can we figure out how many students like bananas better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes prefieren banano?” // “How many students like bananas better?”

• “¿Más estudiantes escogieron manzanas o bananos? ¿Cómo lo saben?” // “Did more students choose apples or bananas? How do you know?”

The purpose of this activity is for students to count and compare groups of up to 10 images arranged on 5-frames. Because the images are on separate cards, it is more difficult for students to match to compare the images. Students may use the arrangement of the images to help them to compare (MP7). For example, when looking at 2 groups of images on 5-frames, students may notice that one 5-frame is full and the other 5-frame has 2 extra dots under the 5-frame. Students will use the same set of cards in the next activity.

• Cut out the blackline master to create a set of cards for each student.

• Groups of 2
• Give each student a set of cards. 
• Display two cards: 
  

  

  

  
  

  

  

• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 30 seconds: quiet think time
• Share responses.
• “Van a aprender un nuevo juego que se llama 'Comparar tarjetas'. En parejas, cada uno va a voltear una tarjeta, descifrar cuántos puntos hay en su tarjeta y decidir cuál tarjeta tiene más puntos” //  “You are going to learn a new game called Compare Cards. You and your partner are each going to flip over a card, figure out how many dots are on your card, and figure out whose card has more dots.“

• Display two cards:
  

  

  

  
  

  

  

• “¿Cual tarjeta tiene más puntos?” // “Which card has more dots?” 
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “Esta tarjeta tiene más puntos. La persona que tenga la tarjeta con más puntos se queda con las dos tarjetas y las pone en un montón” // “This card has more dots. The person whose card has more dots gets to keep both cards and put them in a pile.”
• “Es su turno de jugar. Cuenten hasta 3 y después volteen una tarjeta cada uno. Descifren cuántos puntos hay en su tarjeta. Trabajen juntos para decidir qué tarjeta tiene más puntos. Si las dos tarjetas tienen los mismos puntos, pongan ambas tarjetas a un lado” // “It’s your turn to play. Count to 3 and then you and your partner both flip over 1 card. Figure out how many dots are on your card. Work together to figure out whose card has more dots. If both cards have the same number of dots, put both cards to the side. ” 
• 6 minutes: partner work time

• Display two cards:
  

  

  

  
  

  

  

• “¿Cuál tarjeta tiene más puntos? ¿Cómo lo saben?” // “Which card has more dots? How do you know?” (This card has more dots because they both have a full 5-frame, but this one has extra dots underneath.)
• 30 seconds: quiet think time
• Share responses.
• “Esta tarjeta con 7 puntos tiene más puntos que esta tarjeta con 5 puntos. Esta tarjeta con 5 puntos tiene menos puntos que esta tarjeta con 7 puntos” // “This card with 7 dots has more dots than this card with 5 dots. This card with 5 dots has fewer dots than this card with 7 dots.”
• “A veces podemos usar el arreglo como ayuda para descifrar qué grupo tiene más. El tablero de 5 es el mismo en los dos, pero una tarjeta tiene más puntos en la fila de abajo” // “Sometimes we can use the arrangement to help us figure out which group has more. The 5-frame is the same on both of them, but 1 card has some more dots in the bottom row.”

The purpose of this activity is for students to compare groups of dots arranged on 5-frames and fingers. Students use the 5-frame cards from the previous activity in partners and show a number of fingers that is more than, fewer than, and the same number as the number of dots on the 5-frame. The activity synthesis highlights the connection between the 5 structure of fingers and 5-frames.

• Groups of 2
• Give each group of students a set of cards.
• Display a card with 7 dots on a 5-frame:
  

  

  

• “Muestren con sus dedos cuántos puntos hay en esta tarjeta” // “Show how many dots there are on this card on your fingers.”
• “Hay 7 puntos en el tablero de 5 y levantamos 7 dedos. Levantamos el mismo número de dedos” // “There are 7 dots on the 5-frame and we held up 7 fingers. We are holding up the same number of fingers.”
• “Vamos a usar nuestros dedos para mostrar el mismo número que, más que y menos que los puntos” // “We are going to use our fingers to show the same number as, more, and fewer than the dots.”
• “Usen sus dedos para mostrar más” // “Use your fingers to show more.”
• “Usen sus dedos para mostrar menos” // “Use your fingers to show fewer.”

• “Por turnos, volteen las tarjetas. Una persona descifra cuántos puntos hay y muestra más con sus dedos. Después, su pareja muestra menos con sus dedos. Por último, ambos muestran el mismo número con sus dedos” // “Take turns flipping over a card. Figure out how many dots there are and show more on your fingers. Then your partner shows fewer on their fingers. Last, you and your partner both show the same number with your fingers.”
• 5 minutes: partner work time

• Display card: 
  

  

  

  
  “¿Cuántas manos necesitan usar para mostrar menos dedos? ¿Cómo lo saben?“ // “How many hands do you need to use to show fewer fingers? How do you know?” (1 hand. The 5-frame is full, so there are 5 dots. 1 hand has 5 fingers, so we need fewer fingers than that.)
• Display card:
  

  

  

• “¿Cuántas manos necesitan para mostrar más dedos? ¿Cómo lo saben?“ // “How many hands do you need to use to show more fingers? How do you know?” (2 hands. We can show 5 on 1 hand, but then we need more fingers.)

The purpose of this activity is for students to learn stage 1 of the Bingo center. Students identify groups that have the same number of images. The images are presented in a variety of arrangements, such as in lines, arrays, dot cube arrangements, and on finger and 5-frames. Students may recognize the number of images without counting (subitize) or may count the images.

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

• Math Stories
• Connecting Cubes
• Number Race

• Gather materials from: 
  • Math Stories, Stage 1
  • Connecting Cubes, Stages 1-3
  • Number Race, Stage 1

• Groups of 4
• Give each group of students counters, a set of cards, and four gameboards.
• “Hoy vamos a conocer un centro nuevo llamado ‘Bingo’” // “Today we are going to learn a new center called Bingo.”
• Display these three cards:
  

  

  

  

  

  

  

• “¿Cuáles dos tarjetas tienen el mismo número de cosas?” // “Which two cards have the same number of things?” (There are 3 dots and 3 fingers. They both show 3. They show the same number.)
• “En este centro van a encontrar grupos que tienen el mismo número de cosas” // “In this center you are going to find groups that have the same number of things.”
• Flip and display a card.
• “Pongan una ficha en el cuadrado si tiene el mismo número de cosas que esta tarjeta” // “Put a counter on the square if it has the same number of things as this card.”
• 30 seconds: independent work time
• “Ahora voy a dejar esta tarjeta en la mitad y mirando hacia arriba. Es el turno de la siguiente persona para voltear otra tarjeta” // “Now I’m going to leave this card face-up in the middle. It is the next person’s turn to flip over another card.”

• “Por turnos, volteen las tarjetas del montón y pongan una ficha en el cuadrado. El juego se acaba cuando alguien logre 4 fichas en línea” // “Take turns flipping over the cards in the deck and putting a counter in a square. The game ends when someone has 4 counters in a row.”
• 5 minutes: small-group work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando 'Bingo'” // “Now you can choose another center. You can also continue playing Bingo.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice. 
• 8 minutes: center work time
• If time, invite students to choose another center.

• “¿De que manera su pareja o su grupo los ayudó cuando algo les pareció difícil al trabajar hoy en los centros?” // “How was your partner or group able to help you when something was challenging during centers today?”