# Lesson 13

¿Cuántos hay? (Parte 2)

## Warm-up: Preguntas sobre nosotros: Asistencia (10 minutes)

### Narrative

The purpose of this warm-up is for students to experience part of the Questions About Us routine. Students continue to engage in this routine throughout the section, focused on answering “¿Cuántos estamos hoy aquí?” // “How many of us are here today?” In this activity students develop ideas for how to keep track of which students have been counted, which will be helpful as students count collections in the next activity. As students share answers to questions such as “¿Cómo podemos averiguar cuántos estamos aquí?” // “How can we figure out how many of us are here?” and “¿Conté correctamente los estudiantes?” // “Did I count the students correctly?” they are beginning to construct viable arguments and attend to precision (MP3, MP6).

### Launch

• “Necesitamos descubrir cuántos estamos hoy aquí. ¿Cómo podemos asegurarnos de que contamos cada persona una vez?” // “We need to figure out how many of us are here. How can we make sure that we count each person one time?”
• 30 seconds: quiet think time
• Share responses.
• Monitor for students who suggest a way to organize the students, such as having all of the students line up.

### Activity

• Count the students using two of the methods suggested by students.
• “¿Cuántos estamos hoy aquí?” // “How many of us are here today?”

### Activity Synthesis

• “¿Contamos a cada persona una vez? ¿Cómo lo saben?” // “Did we count everyone one time? How do you know?”

## Activity 1: Contemos colecciones (15 minutes)

### Narrative

The purpose of this activity is for students to count their collection in a way that makes sense to them and keep track of which objects have been counted. Keeping track of which objects have been counted helps students count accurately and ensure they count all of the objects and do not count each object more than once. Most students should be given collections with 6-10 objects. Based on formative assessment data collected in previous sections, adjust the number of objects in collections for individual students. Students are provided with counting mats and 5-frames to help them accurately count or organize their collections. Students use appropriate tools strategically as they choose which tools help them count their collections (MP5).
Additional collections can be provided to allow students to choose a new collection to count.

Representation: Internalize Comprehension. Activate or supply background knowledge. Ask, “¿Cómo contaron ayer los objetos en su colección?” // “How did you count the objects in your collection yesterday?” and “¿Cómo saben que contaron cada objeto?” // “How did you know that you counted each object?” Invite students to share how they will count the objects in today’s collection before they begin.
Supports accessibility for: Conceptual Processing, Memory, Organization

### Required Materials

Materials to Gather

### Launch

• “Hoy contarán otra colección de objetos. Mientras trabajan, piensen en cómo estar seguros de contar cada objeto” // “Today you’re going to count another collection of objects. As you’re working, think about how to make sure you count each object.”

### Activity

• Give each student a bag of objects. Give students access to 5-frames and a counting mat.
• “Descubran cuántos objetos hay en su colección” // “Figure out how many objects are in your collection."
• 2 minutes: independent work time
• “Intercambien colecciones con un compañero. Descubran cuántos objetos hay en su nueva colección” // “Switch collections with a partner. Figure out how many objects are in your new collection.”
• 2 minutes: independent work time
• Monitor for students who have a method of keeping track of which objects have been counted, such as moving and counting or lining up the objects and counting them in order.

### Student Response

If students do not appear to have a method to keep track of the objects they have counted, consider asking:

• “¿Cómo puedes descifrar cuántos objetos tienes? ¿Cómo puedes asegurarte de contar cada objeto una vez?” // “How can you figure out how many objects you have? How can you make sure that you count each object one time?”
• “¿Cómo puede el tablero de conteo ayudarte a estar seguro de que contaste cada objeto una vez?” // “How can the counting mat help you make sure that you count each object one time?”

Students may also benefit from the optional activity in the next lesson.

### Activity Synthesis

• Invite previously identified students to demonstrate how they counted their collections.
• “¿Qué observan sobre la manera como ellos contaron?” // “What do you notice about how they counted?”
• If needed, “Ellos se aseguraron de contar cada objeto una vez” // “They made sure that they counted each object one time.”
• After each student shares, write or display the number and say “Hay _____ objetos en su colección” // “There are _____ objects in their collection.”

## Activity 2: Emparejemos objetos con números [OPTIONAL] (10 minutes)

### Narrative

The purpose of this optional activity is for students to pair the verbal count sequence with objects.

Based on formative assessment data from previous sections and observation during the first activity, this activity will be helpful for students who are not yet connecting the verbal count sequence and counting objects.

This activity can be used with a small group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than one time.

MLR8 Discussion Supports. Some students may benefit from a demonstration. Count aloud and use exaggerated gestures to demonstrate moving objects one by one into the bucket.

### Required Materials

Materials to Gather

### Required Preparation

Each students needs a bucket or container to place their objects in as they count them.

### Launch

• “Practiquemos contar hasta 10” // “Let’s practice counting to 10.”
• Count to 10 all together.
• Give each student a bag of objects and bucket or container to put their objects in as the count.

### Activity

• “Metan de uno en uno los objetos de su colección en el balde” // “Move the objects in your collection into the bucket one at a time.”
• 1 minute: independent work time
• “Metan de uno en uno los objetos de su colección en el balde. Digan un número cada vez que metan un objeto en el balde” // “Move the objects in your collection into the bucket one at a time. Say a number each time you put an object in the bucket.”
• 1 minute: independent work time

### Activity Synthesis

• “Voy a meter cada objeto en el balde. Cuando meta un objeto, digan un número” // “I’m going to move each object into the bucket. When I move an object, say a number.”
• Move each object into the bucket while students count.
• “¿Por qué decimos un número al meter cada objeto?” // “Why do we say one number as we move each object?” (To make sure that we count each object only 1 time.)
• If needed, “Cuando contamos, decimos un número por cada objeto” // “When we count, we say one number for each object.”

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

### Narrative

The purpose of this activity is for students to choose from activities that focus on using math tools. Students choose from any stage of previously introduced centers.

• Connecting Cubes
• Pattern Blocks
• Geoblocks
• Picture Books

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Connecting Cubes, Stages 1 and 2
• Pattern Blocks, Stages 1, 2, and 3
• Geoblocks, Stages 1 and 2
• Picture Books, Stages 1 and 2

### Launch

• "Hoy vamos a escoger centros de los que 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

• 10 minutes: center work time
• “Escojan qué quieren hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

### Student Facing

Escoge un centro.

Bloques sólidos
geométricos

Cubos encajables

Fichas geométricas

Libros de imágenes

### Activity Synthesis

• “¿Cuándo vieron a un compañero contar hoy en los centros?” // “When did you see a partner count during centers today?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy contamos colecciones de objetos. ¿Qué pueden contar en sus casas?” // “Today we counted collections of objects. What is something that you can count at home?”