Lesson 3

The purpose of this How Many Do You See is for students to determine the number of dots in an arrangement without counting each dot. Dots are arranged in the formation they appear on a dot cube to build on the previous lessons. When students use the dot images to relate addition to counting on, they look for and make use of the structure of whole numbers (MP7).

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

• Display the image.
• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.

• “¿Cómo supieron cuántos puntos había en total?” // “How did you know how many dots there are in all?”
• Consider asking:
  • “¿Alguien puede expresar con otras palabras la forma en la que _____ vio los puntos?” // “Who can restate the way _____ saw the dots in different words?”
  • “¿Alguien vio los puntos de la misma forma, pero lo explicaría de otra manera?” // “Did anyone see the dots the same way but would explain it differently?”
  • “¿Alguien quiere compartir otra observación sobre la manera en la que _____ vio los puntos?” // “Does anyone want to add an observation to the way _____ saw the dots?”

The purpose of this activity is for students to learn the first stage in the center, Five in a Row. In this stage, students pick a card and choose to add 1 or 2 to the number on their card. They place a counter on the sum on their game board. The first person to get five counters in a row wins. Students begin to notice that when they add 1 to any number, the sum is the next number in the counting sequence, and when they add 2, the sum is two numbers more in the counting sequence (MP7, MP8).

The game board will be used again in upcoming lessons. Consider copying on cardstock or laminating for future use. 

• Each group of 2 needs a set of Number Cards 0–10. 

• Groups of 2
• Give each group a set of number cards, a game board, two-color counters, and access to 10-frames.
• “Vamos a conocer un juego llamado 'Cinco en línea: Sumemos 1 o 2'. Juguemos una ronda juntos” // “We are going to learn a game called Five in a Row, Add 1 or 2. Let’s play a round together.”
• Display the game board.
• “Primero debemos eliminar cualquier tarjeta con el número 10. No usaremos estas tarjetas en este juego. Ahora voy a voltear una tarjeta y a decidir si quiero sumarle 1 o 2 al número” // “First we need to remove any card with the number 10 on it. We will not use these cards in this game. Now I’m going to flip over a card and decide if I want to add 1 or 2 to the number.”
• Flip over a card.
• “Me salió un (5) y voy a elegir sumarle 2 a mi número. ¿Cuál es la suma?” // “I got a (5) and I’m going to choose to add 2 to my number. What is the sum?”
• “Ahora pongo una ficha sobre la suma en el tablero de juego. Después, es el turno de mi compañero” // “Now I put a counter on the sum on the game board. Then it is my partner’s turn.”

• “Antes de empezar, ustedes y su compañero deben decidir quién usará el lado rojo de las fichas y quién usará el lado amarillo. Después, jueguen por turnos a voltear una tarjeta y sumarle 1 o 2 al número. La primera persona que logre cinco fichas en línea en el tablero gana. Las fichas pueden estar en una línea de lado a lado, de arriba a abajo o en diagonal” // “Before you begin, you and your partner need to decide who will use the red side of the counters, and who will use the yellow side. Then take turns flipping over a card and adding 1 or 2 to the number. The first person to get five counters in a row on the game board wins. The counters can be in a row across, up and down, or diagonal.”
• 10 minutes: partner work time
• As students work, consider asking:
  • “¿Cómo encontraron la suma?” // “How did you find the sum?”
  • “¿Cómo decidieron si sumaban 1 o 2?” // “How did you decide whether to add 1 or 2?”

• Display a game board with the center column covered with red counters except for the 8 at the bottom. 
• Display the number card 6. 
• “Este es mi tablero. Acabo de sacar el número 6. ¿Debería sumarle 1 o 2 al número? ¿Por qué?” // “This is my game board. I just picked the number 6. Should I add 1 or 2 to the number 6? Why?” (You should add 2 because \(6 + 2\) is 8 and then you could cover the last number in the column and have five in a row.)

The purpose of this activity is for students to experience center choice time for the first time. Students choose from activities that offer practice counting up to 20 objects or adding within 10. Students choose from previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time. 

• Counting Collections
• Number Race
• Check it Off
• Five in a Row: Addition and Subtraction

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day. 

• Gather materials from previous centers:
  • Counting Collections, Stage 1
  • Number Race, Stage 3
  • Check it Off, Stage 1
  • Five in a Row: Addition and Subtraction, Stage 1

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you 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

• 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

• “¿Cómo hicieron para trabajar bien hoy con su pareja en los centros?” // “How did you and your partner work well together during centers today?”