Lesson 13

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. When students think about quantities in relation to 5 and 10, they look for and make use of structure (MP7).

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

• Display image.
• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

• Display the hands showing 8 fingers.
• “¿Cuántos dedos están arriba?” // “How many fingers are up?” (8)
• “¿Cuántos dedos se deben levantar para que haya 10 dedos?” // “How many fingers need to go up so there are 10 fingers?” (2)
• Repeat the steps with the rest of the images.

The purpose of this activity is for students to learn stage 4 of the Math Fingers center. Students work in partners to show a number on their fingers and determine how many fingers are needed to make 10. Students fill in an equation to represent each composition and decomposition of 10.

• Groups of 2
• Give each group of students a connecting cube, a number mat, and a recording sheet.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Dedos matemáticos’. Se llama ‘Dedos matemáticos: Forma 10’” // “We are going to learn a new way to do the Math Fingers center. It is called Math Fingers, Make 10.”
• Display and roll a connecting cube onto the number mat.
• “El cubo cayó en 7, así que voy a levantar 7 dedos” // “I rolled 7, so I am going to hold up 7 fingers.”
• “Ahora mi compañero debe averiguar cuántos dedos más debo levantar para mostrar 10 dedos. ¿Cuántos dedos más debo levantar para formar 10?” // “Now my partner needs to figure out how many more fingers I need to put up to show 10 fingers. How many more fingers do I need to hold up to make 10?” (3.)
• 30 seconds: quiet think time
• Share responses.
• Display the recording sheet.
• “Ahora necesitamos completar una ecuación que muestre cuántos dedos están arriba y cuántos dedos más se necesitan para formar 10. ¿Cómo debería completar una ecuación?” // “Now we need to fill in an equation to show how many fingers are up and how many more fingers are needed to make 10. How should I fill in an equation?” (\(7 + 3\))
• 30 seconds: quiet think time
• Share responses.
• “Por turnos, con su compañero, lancen el cubo para obtener un número y muestren ese número con sus dedos. Su compañero averigua cuántos dedos más se necesitan para formar 10. Ambos completan una ecuación que muestre cuántos dedos están arriba y cuántos dedos más se necesitan para formar 10” // “Take turns with your partner rolling to find a number and showing that number with your fingers. Your partner figures out how many more fingers are needed to make 10. You both fill in an equation to show how many fingers are up and how many more fingers are needed to make 10.”

• 7 minutes: partner work time

• “Si Lin levanta 8 dedos, ¿cuántos dedos más debe levantar para formar 10? ¿Cómo lo saben?” // “If Lin holds up 8 fingers, how many more fingers does she need to hold up to make 10? How do you know?” (2 fingers. I held up 8 fingers and counted 2 fingers that are down. I know that 8 and 2 make 10.)

The purpose of this activity is for students to determine how many are needed to make 10 when added to a given number. Students may use 10-frames or fingers to help them make 10. As students choose how to determine how many are needed to make 10, they use appropriate tools strategically (MP5). Students fill in equations to show each way to compose and decompose 10. The purpose of the activity synthesis is to highlight different strategies students use based on the given number. These may include:

• using a 10-frame
• using fingers
• “just knowing” for numbers like 5 and 9

10-Frames are provided as a blackline master. Students will continue to use these throughout the year. Consider copying them on cardstock or laminating them and keeping them organized to be used repeatedly.

• Groups of 2
• Give students access to two-color counters and 10-frames.
• “Averigüen juntos cuál número necesitan para formar 10 con cada número. Cuando ambos estén de acuerdo, escriban el número en la línea. Después, completen una ecuación que muestre las partes que forman 10” // “Work with your partner to figure out which number you need to make 10 with each number. Once you both agree, write a number on the line. Then fill in an equation to show the parts to make 10.”

• 10 minutes: partner work time
• Monitor for students who use a 10-frame and counters or fingers.

If students find a number other than 7 to make 10 with 3, consider asking: 

• “¿Qué estás tratando de averiguar?” // “What are you trying to figure out?”
• “¿Cómo te pueden ayudar un tablero de 10 o tus dedos a averiguar qué número necesitas para formar 10?” // “How can a 10-frame or your fingers help you figure out what number you need to make 10?” 

• Invite a student who used a 10-frame and counters to share how they figured out how to make 10 with 2.
• “¿Cuáles son las 2 partes que se usaron para formar 10?” // “What are the 2 parts that they used to make 10?” (2 and 8.)
• Invite a student who used fingers to share how they figured out how to make 10 with 6.
• “¿Qué ecuación se debe escribir? ¿Cómo lo saben?” // “What equation should they write? How do you know?” (They should write \(10 = 6 + 4\) because 6 and 4 go together to make 10.)
• “¿Hubo números para los que ya se sabían cuántos más necesitaban para formar 10?” // “Were there any numbers that you just knew how many more you needed to make 10?” (I knew that 5 and 5 is 10. I knew that if there are 9, you only need 1 more to make 10.)

The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.

Students choose from any stage of previously introduced centers.

• Math Fingers
• Shake and Spill
• Counting Collections
• Roll and Add

• Gather materials from: 
  • Math Fingers, Stages 1-4
  • Shake and Spill, Stages 1-3
  • Counting Collections, Stage 1
  • Roll and Add, Stages 1 and 2

• “Hoy vamos a escoger centros de los que ya conocemos. También pueden seguir jugando ‘Dedos matemáticos’” // “Today we are going to choose from centers we have already learned. You can also keep playing Math Fingers.”
• 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. 
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

• Write \(10 = 1 + 9\)
• “Esta es la ecuación que Clare escribió. ¿Cómo se veían los dedos de Clare? ¿Cómo lo saben?” // “This is the equation that Clare wrote. What did Clare’s fingers look like? How do you know?” (She held up 1 finger. She figured out that she needed 1 more finger to make 10.)