# Lesson 12

Hagamos imágenes de puntos

## Warm-up: Cuántos ves: Puntos de distintos colores (10 minutes)

### Narrative

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see.

### 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 compañero 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 last image.
• “¿Cuáles son las 2 partes que ven? ¿Cuál es el total?” // “What are the 2 parts that you see? What is the total?” (I see 2 red and 3 yellow. 2 and 3 are the parts. There are 5 altogether.)
• “A lo largo del año, hemos examinado puntos en la actividad ‘Cuántos ves’. En la siguiente actividad, podrán hacer sus propios grupos de puntos” // “We have been looking at dots in How Many Do You See throughout the year. In the next activity, you will get to make your own groups of dots.”

## Activity 1: Haz tus propias imágenes de puntos (10 minutes)

### Narrative

The purpose of this activity is for students to highlight compositions and decompositions of numbers to 5. Students create a set of cards with dot images by coloring in dot arrangements and drawing their own arrangements of up to 5 dots. Students will use the cards they create in the next activity.

Engagement: Internalize Self-Regulation. Provide students an opportunity to self-assess and reflect on the dot cards they made. For example, they can verify that they used at least 2 different colors to color the dots.
Supports accessibility for: Organization, Attention

### Required Materials

Materials to Gather

Materials to Copy

• Dot Image Cards

### Required Preparation

• Create a set of cards from the blackline master for each student.

### Launch

• Give each student dot cards and access to colored pencils, crayons, or markers.

### Activity

• “Van a tener la oportunidad de hacer sus propios grupos de puntos. Usen al menos 2 colores distintos para colorear los puntos. Así le ayudarán a su compañero a ver las diferentes partes en el total. Hay algunas tarjetas en blanco. En esas tarjetas, pueden dibujar sus grupos de puntos y colorearlos” // “You are going to get to make your own groups of dots. Use at least 2 different colors to color in the dots to help your partner see the different parts in the total. There are some blank cards. On these cards, you can draw your own groups of dots and color them in.”
• 7 minutes: independent work time

### Activity Synthesis

• “Escojan su imagen de puntos favorita. Cuéntenle a su compañero por qué es su favorita y qué partes ven dentro del total” // “Pick your favorite dot image. Tell your partner why it is your favorite and what parts you see inside of the total.”
• “En la siguiente actividad, van a compartir sus imágenes de puntos con un grupo pequeño. ¿Qué tienen que hacer para ser buenos compañeros y ayudar a todos a aprender?” // “In our next activity, you will share your dot images in a small group. What do you need to do to be a good group member and help everyone learn?”

## Activity 2: ¿Cuántos puntos ves? (15 minutes)

### Narrative

The purpose of this activity is for students to identify more than one composition and decomposition of numbers to 5. Students use the dot image cards that they created in the previous activity to play their own version of the “How Many Do You See?” routine in small groups.

MLR8 Discussion Supports. Synthesis: At the appropriate time, give groups 2–3 minutes to plan what they will say when they present to the class. “Practiquen lo que van a decir cuando compartan su imagen de puntos con toda la clase. Hablen sobre qué es importante decir y decidan quién va a compartir cada parte” // “Practice what you will say when you share your dot image with the class. Talk about what is important to say, and decide who will share each part.”

### Required Preparation

• Each student needs the dot image cards from the previous activity.

### Launch

• Groups of 4
• “En grupos pequeños, van a usar las tarjetas de puntos que hicieron, igual que como lo hicimos en nuestro calentamiento de ‘Cuántos ves’. La primera persona va a levantar una de sus tarjetas de puntos para que sus compañeros del grupo la vean. Los demás integrantes del grupo tendrán tiempo para pensar. Después, van a compartir cuántos puntos ven y cómo lo saben. Compartan sus imágenes de puntos por turnos” // “You are going to use the dot cards you created in small groups, just like when we do our How Many Do You See warm-up. The first person will hold up one of their dot cards for their group members to see. The rest of the group members will have time to think. Then they will share how many dots they see and how they see them. Take turns sharing your dot images.”

### Activity

• 8 minutes: small-group work time

### Activity Synthesis

• “Entre todos escojan una imagen de puntos de su grupo para compartirla. Escojan una imagen de puntos que los integrantes del grupo hayan visto de maneras diferentes” // “Work together to choose one dot image to share from your group. Choose a dot image that the members of the group saw in different ways.”
• Invite each group to share their dot image.

## 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.
• 5-frames
• Bingo
• Geoblocks
• Find the Value of Expressions
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:
• 5-frames
• Bingo
• Geoblocks
• Find the Value of Expressions

### 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.

Tableros de 5

Lanza y suma

Bingo

Bloques sólidos geométricos

Encuentra el valor de expresiones

### Activity Synthesis

• “¿Por qué les parece divertido trabajar en los centros?” // “What makes working in centers fun for you?”

## Lesson Synthesis

### Lesson Synthesis

Display dots as pictured, or choose two student-created cards:

“¿En qué se parecen estas imágenes de puntos? ¿En qué son diferentes?” // “What is the same about these dot images? What is different about them?” (They both have the same total. They both show 5 dots total. They are different because they show different parts. One shows 4 and 1 and one shows 3 and 2.)