# Lesson 6

Contemos colecciones más grandes

## Warm-up: Conteo grupal: Contemos hasta 81 (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to practice counting by 1 and notice patterns in the count. This will be helpful later in this lesson when students count up to 80 objects.

### Launch

• “Cuenten de 1 en 1, empezando en 50” // “Count by 1, starting at 50.”
• Record as students count.
• Stop counting and recording at 81.
Activity:
• “¿Qué patrones ven?” // “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

### Activity Synthesis

• “¿Qué observan acerca de los números mientras contamos?” // “What do you notice about the numbers as we count?”

## Activity 1: Contemos otra colección (15 minutes)

### Narrative

The purpose of this activity is for students to organize, count, and represent a collection of 52 objects. Students should have access to double 10-frames, cups, paper plates, or other tools that can help them organize.

Students choose how to count their collection and determine how to represent their count. Some students may count by one as they do not yet trust that counting by ten yields the same result. Other students may apply what they learned in previous lessons and create groups of ten using double-ten frames or other tools (MP5). Some students may continue to count by one after they have organized the cubes into tens while others may count by ten, then one. Regardless of how they count, students need to be careful and organized to make sure they count accurately (MP6).

Action and Expression: Internalize Executive Functions. To support working memory, provide students with access to sticky notes or mini whiteboards.
Supports accessibility for: Memory, Organization

### Required Materials

Materials to Gather

Materials to Copy

• Counting Collections Stages 1 and 2 Recording Sheet, Spanish

### Required Preparation

• Each group of 2 needs 1 bag of 52 single connecting cubes.

### Launch

• Groups of 2
• Give each group a collection of objects and access to double 10-frames, cups, paper plates, or other tools to help organize their count.
• “Ustedes y sus parejas van a recibir una bolsa con objetos. Su tarea es descifrar cuántos objetos hay en la bolsa. Con su pareja, cuenten la colección. Cada uno de ustedes le mostrará a su pareja cuántos hay y cómo los contaron” // “You and your partner will get a bag of objects. Your job is to figure out how many are in the bag. Work with your partner to count the collection. Each partner will show on paper how many there are and show how you counted them.”

### Activity

• 10 minutes: partner work time
• As students work, consider asking:
• “¿Como contaron? ¿Cuántos hay?” // “How did you count? How many are there?”
• “¿Cómo pueden mostrar esto para que otra persona pueda ver exactamente cómo contaron?” // “How can you show this so someone can see exactly how you counted?”
• “Cuéntenme sobre lo que escribieron acá. ¿Cuántos muestra?” // “Tell me about what you have written here. How many does it show?”
• “¿Su representación corresponde a la forma en la que contaron?” // “Does your representation match how you counted?”

### Activity Synthesis

• Invite students to share how many objects they counted in the collection.
• “¿En qué era diferente esta colección de otras colecciones que contaron antes?” // “How was this collection different from the collections that you counted before?” (Those collections only had tens and this one has tens and some ones.)
• “Algunas colecciones de objetos se pueden organizar en grupos de 10 sin que sobren objetos. Algunas colecciones de objetos tienen grupos de 10 y algunos objetos que sobran. Algunas tienen algunas decenas y algunas unidades. Decimos que esta colección tiene 5 decenas y 2 unidades” // “Some collections of objects can be organized into groups of ten objects with no leftovers. Some collections of objects have groups of ten and some leftover objects. They have some tens and some ones. We say that this collection has 5 tens and 2 ones.”

## Activity 2: Noah cuenta una colección (10 minutes)

### Narrative

The purpose of this activity is for students to analyze a collection of connecting cubes that is arranged in towers of 10. Students analyze another student’s thinking about a representation of 48 cubes in towers of 10. When students explain that they disagree with Noah because a ten must include 10 ones, they show their understanding of a ten and the foundations of the base-ten system (MP3, MP7).

MLR8 Discussion Supports. Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain why they agree or disagree with Noah. Invite groups to rehearse what they will say when they share with the whole class.

### Launch

• Groups of 2
• Give students access to connecting cubes in towers of 10 and singles.
• “Noah contó una colección de cubos encajables. Dice que hay 50 cubos. ¿Están de acuerdo o en desacuerdo? Expliquen cómo lo saben. Antes de escribir su respuesta, tendrán tiempo para pensar sobre esto solos y hablar con su pareja sobre cómo pensó Noah” // “Noah counted a collection of connecting cubes. He says there are 50 cubes. Do you agree or disagree? Explain how you know. You will have a chance to think about it on your own and talk to your partner about Noah’s thinking before you write your response.”

### Activity

• 1 minute: quiet think time
• “Discutan con su pareja cómo pensaron” // “Share your thinking with your partner.”
• 2 minutes: partner discussion
• “Expliquen por qué están de acuerdo o en desacuerdo con Noah. Escriban ‘de acuerdo’ o ‘en desacuerdo’ en el espacio en blanco. Después, escriban por qué están de acuerdo o en desacuerdo” // “Explain why you agree or disagree with Noah. Write the word ‘agree’ or ‘disagree’ in the first blank. Then write why you agree or disagree.”
• 3 minutes: independent work time

### Student Facing

Noah organizó su colección de cubos encajables.

Él cuenta y dice que hay 50 cubos.
¿Estás de acuerdo o en desacuerdo?
Explica cómo lo sabes:

Yo estoy ____________________ con Noah porque

### Student Response

If students attempt to check Noah's count by counting all the cubes by one, consider asking:

• “¿Cómo puedes revisar si hay o no hay 50 cubos?” // “How are you checking to see if there are 50 cubes?”
• “¿Podrías usar lo que sabes sobre grupos de diez para revisar cómo pensó Noah?” // “How could you use what you know about groups of ten to check Noah’s thinking?”

### Activity Synthesis

• Invite students to share whether they agree or disagree, and their reasons.
• If needed, ask “¿Como saben que no hay 50 cubos?” // “How do you know there are not 50 cubes?” (50 is 5 tens. There are only 4 tens here. The last tower isn’t 10. There are 4 tens and 8 ones.)

## Activity 3: Centros: Momento de escoger (15 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice adding and subtracting. Students choose from any stage of previously introduced centers.

• Check It Off
• Five in a Row
• Number Puzzles

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from previous centers:
• Check It Off, Stages 1–3
• Five in a Row, Stages 1–4
• Number Puzzles, Stages 1 and 2

### Launch

• Groups of 2
• “Ahora van a escoger un centro 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” // “Think about what you would like to do.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time

### Student Facing

Escoge un centro.

Márcalo

Cinco en línea

Acertijos numéricos

### Activity Synthesis

• “Jada está jugando ‘Márcalo’. Todavía tiene que marcar 30. ¿Qué números podría escoger Jada para obtener una suma o diferencia de 30?” // “Jada is playing Check It Off. She still needs to check off 30. What numbers could Jada pick to get a sum or difference of 30?” (20 and 10, 90 and 60, 80 and 50, 70 and 40, 60 and 30, 50 and 20, 40 and 10)

## Lesson Synthesis

### Lesson Synthesis

“Hoy aprendimos que una colección puede estar formada por decenas y unidades. Saber cuántas decenas y cuántas unidades hay nos puede ayudar a determinar cuántos objetos hay en una colección” // “Today we learned that a collection can be made up of tens and ones. Knowing how many tens and how many ones can help us determine how many are in a collection.”

Display 3 towers of 10 and 7 singles.
“¿Cuántas decenas hay en esta colección?” // “How many tens are in this collection?” (3 tens)
“¿Cuántas unidades hay?” // “How many ones are there?” (7 ones)

Record 3 tens 7 ones and 37.
“Para leer este número, ¿cómo nos ayuda saber que esta representación tiene 3 decenas y 7 unidades?” // “How can knowing that this representation has 3 tens and 7 ones help us read the number?” (The 3 is the number of tens, so that is 30. The 7 is the ones so that is 7. So it is thirty-seven.)