# Lesson 13

How Many Do You See?

## Warm-up: How Many Do You See: Equal Groups (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. In the synthesis, discuss what students know about the How Many Do You See routine and what they need to think about to create one like this example.

### Launch

• Groups of 2
• “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display the image.
• 1 minute: partner discussion
• Record responses.

### Student Facing

How many do you see? How do you see them?

### Activity Synthesis

• “What do you know about How Many Do You See?” (They have dots arranged in groups that make the dots easier to count. There are many different ways to count the dots.)
• Consider asking: “What would you have to think about if you were going to design a How Many Do You See like this one?” (How the dots are organized. How to create groups of dots that are easy to count. Different ways that the dots could be seen.)
• Record and display responses for all to see.

## Activity 1: Design Your How Many Do You See (20 minutes)

### Narrative

The purpose of this activity is for students to collaborate and create a How Many Do You See activity that focuses on equal groups. Students create their own dot image and come up with different ways that other students might see the dots.

### Launch

• Groups of 3 - 4
• “Work with your group to create a How Many Do You See activity about equal groups.”

### Activity

• 15 minutes: small-group work time
• If time permits, encourage students to create a second dot image.

### Student Facing

1. Draw a dot image that would encourage your classmates to count equal groups.

2. Write down possible ways students might see the dots in your image.

Ways students might see the dots:

### Activity Synthesis

• “What questions do you still have about creating your How Many Do You See?”
• Give students a few minutes to make adjustments, if needed.

## Activity 2: Facilitate Your How Many Do You See (15 minutes)

### Narrative

The purpose of this activity is for students to facilitate the How Many Do You See they created in the previous activity. Each group takes turns facilitating their How Many Do You See for another group (or two groups, if time permits).

MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.
Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory; Organization

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 3-4 from the previous activity needs 1 piece of chart paper and a marker.

### Launch

• Groups of 3 - 4 from previous activity
• Give each group a piece of chart paper and a marker to record responses.
• “Now, work with another group and take turns facilitating the How Many Do You See activity you created.”

### Activity

• 10–12 minutes: small-group work time
• Remind students to switch roles after 5–6 minutes.

### Student Facing

1. Ask your classmates, “How many do you see? How do you see them?”
3. Give 30 seconds quiet think time.
5. Give them a minute to discuss together.
6. Ask them to share how many they saw and how they saw them.
7. Record their ideas.

### Activity Synthesis

• “What did you learn from facilitating your activity?” (Others might see the dots in ways we did not think of. Arranging the dots thoughtfully is important so others can see the pattern we are after.)

## Lesson Synthesis

### Lesson Synthesis

“What important things did you consider as you created the image for your How Many Do You See? Why were these things important?” (We thought about the ways to arrange the dots, so they could be grouped to help other students count them. We thought about how many dots were in the groups, because if they were too big, other students wouldn't have time to count the dots in a short amount of time.)