# Lesson 1

Clasifiquemos, contemos y comparemos grupos de objetos

## Warm-up: Conteo grupal: Contemos hacia adelante hasta 100 (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to practice counting and notice patterns in the count (MP7, MP8). These understandings help students develop fluency and will be helpful later in this lesson when students will use their knowledge of count sequence to compare groups of objects.

### Launch

• “Cuenten de 1 en 1, empezando en 57” // “Count by 1, starting at 57.”
• Record as students count.
• Stop counting and recording at 77.

### Activity

• “¿Qué patrones ven?” // “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

### Activity Synthesis

• “Digan un número que sea más que 64” // “Name a number that is more than 64.”
• “Digan un número que sea más que 71” // “Name a number that is more than 71.”
• “Digan un número que sea menos que 67” // “Name a number that is less than 67.”
• “Digan un número que sea más que 65” // “Name a number that is more than 65.”

## Activity 1: Clasifiquemos, contemos y comparemos (10 minutes)

### Narrative

The purpose of this activity is for students to sort objects into categories and represent and compare the number of objects in each category.

Engagement: Internalize Self-Regulation. Provide students an opportunity to self-assess and reflect on how they showed their thinking. For example, students can assess if their drawings, numbers, or words answer the questions posed to them.
Supports accessibility for: Attention, Conceptual Processing

### Required Materials

Materials to Gather

### Required Preparation

• Each student needs a bag with 2 different colored beads or other objects, with up to 10 of each color.

### Launch

• Give each student a bag of beads.
• “Clasifiquen sus chaquiras en dos grupos” // “Sort your beads into two groups.”
• 1 minute: independent work time

### Activity

• “¿Cuántas chaquiras hay en cada grupo? Muestren cómo pensaron. Usen dibujos, números o palabras” // “How many beads are in each group? Show your thinking using drawings, numbers, or words.”
• 3 minutes: independent work time
• “Comparen el número de chaquiras que hay en cada grupo. ¿Cuál tiene más chaquiras? ¿Cuál tiene menos chaquiras? Marquen el grupo que tiene menos chaquiras” // “Compare the number of beads in each group. Which has more beads? Which has fewer beads? Circle the group that has fewer beads.”
• 1 minute: independent work time
• “Cuéntenle a su pareja cuál grupo tiene menos chaquiras y usen la siguiente oración: ‘Hay menos _____ que ______’” // “Tell your partner which group has fewer beads using this sentence: ‘There are fewer _______ than ______.’”
• 1 minute: partner discussion

### Student Facing

¿Cuántas chaquiras hay en cada grupo?
Muestra cómo pensaste. Usa dibujos, números o palabras.

_______________

_______________

Marca el grupo que tiene menos chaquiras.

### Activity Synthesis

• “En la siguiente actividad, vamos a comparar el número de chaquiras que hay en nuestras bolsas con el número de chaquiras que hay en la bolsa de un compañero” // “In the next activity, we will get to compare the number of beads in our bag to the beads in a partner’s bag.”

## Activity 2: ¿Quién tiene más? [OPTIONAL] (15 minutes)

### Narrative

The purpose of this activity is for students to compare groups of up to 20 objects. This activity is optional because the standards do not require students to compare groups of objects or written numbers beyond 10. Students can continue switching bags and counting, representing, and comparing sets of beads, as time permits.

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question, “¿Quién tiene más chaquiras?” // “Who has more beads?” This gives both students an opportunity to produce language.

### Required Preparation

• Students need the bags of beads and their representations from the previous activity.

### Launch

• Groups of 2
• “Intercambien su bolsa de chaquiras con un compañero. Como hicieron antes, clasifiquen las chaquiras en dos grupos. Descifren cuántas chaquiras hay en cada grupo. Muestren cómo pensaron. Usen dibujos, números o palabras” // “Switch your bag of beads with a partner. Just like you did before, sort the beads into two groups. Figure out how many beads are in each group. Show your thinking using drawings, numbers, or words.”
• 3 minutes: independent work time

### Activity

• “Con su pareja, comparen el número de chaquiras de cada bolsa. ¿Cuál bolsa tiene más chaquiras azules? ¿Cuál bolsa tiene menos chaquiras amarillas?” // “Work with your partner to compare the number of beads in each bag. Which bag has more blue beads? Which bag has fewer yellow beads?”
• 3 minutes: partner work time
• “¿Cuántas chaquiras hay en total en sus bolsas? Escriban un número que muestre cuántas chaquiras hay en total” // “How many beads are in your bag altogether? Write a number to show how many beads there are altogether.”
• 2 minutes: independent work time
• “Con su pareja, comparen el número de chaquiras de cada bolsa. ¿Quién tiene más chaquiras en su bolsa?” // “Work with your partner to compare the number of beads in each bag. Who has more beads in their bag?”
• 3 minutes: partner work time
• Monitor for students who use objects or drawings to share, for example by lining up and matching the objects. Monitor for students who use their knowledge of the count sequence to compare the written numbers.

### Student Facing

1. ¿Cuántas chaquiras hay en cada grupo?
Muestra cómo pensaste. Usa dibujos, números o palabras.

_______________

_______________

2. ¿Cuántas chaquiras hay en total en tu bolsa?

_______________

### Activity Synthesis

• Invite previously identified students to share.
• “¿Cómo les ayudaron los dibujos a descifrar quién tenía más chaquiras en total?” // “How did the drawings help you figure out who had more beads altogether?”
• “¿Cómo les ayudaron los números a descifrar quién tenía más chaquiras en total?” // “How did the numbers help you figure out who had more beads altogether?”

## Activity 3: Centros: Momento de escoger (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.
• Less, Same, More
• Math Fingers
• Tower Build
• Math Stories
• Which One
Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Less, Same, More
• Math Fingers
• Tower Build
• Math Stories
• Which One

### Launch

• Groups of 2
• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• 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

### Activity

• 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

### Student Facing

Escoge un centro.

Menos, lo mismo, más

Dedos matemáticos

Construcción de torres

Historias matemáticas

¿Cuál es?

### Activity Synthesis

• “¿Qué pueden hacer que los ayude a trabajar con éxito en los centros? ¿Qué pueden hacer sus compañeros para ayudarlos a trabajar con éxito? ¿Qué puede hacer su profesor?” // “What can you do to help you be successful when working in centers? What can your partner(s) do to help you be successful? What can your teacher do?”

## Lesson Synthesis

### Lesson Synthesis

Draw two representations, labelled Tyler and Priya:

Tyler

Priya

“Tyler y Priya mostraron cuántas chaquiras rojas y cuántas chaquiras azules tenían en sus bolsas. ¿Con cuál dibujo piensan que es más fácil descifrar si hay menos chaquiras azules o menos chaquiras rojas?” // “Tyler and Priya both showed how many red and blue beads they had in their bag. Which drawing do you think makes it easier to figure out if there are fewer blue beads or red beads?” (Tyler’s makes it easier to compare because he wrote the numbers. I know that 8 is less than 9. Priya’s makes it easier to compare because she drew circles like they are in a 10-frame. I can see that there is 1 fewer blue bead.)