Lesson 16

The purpose of this warm-up is for students to participate in part of the Questions About Us routine. Students have worked with 5-frames in previous sections and as an option during counting collections. In this activity, 5-frames are introduced as a way to represent how many students are here today. A blackline master is provided, but the 5-frames should be modified to match the number of students in the class. For example, if there are 24 students in the class, four 5-frames and 4 extra squares should be displayed. This will allow students to use the representation to also determine how many students are absent in future lessons by referring to the empty squares. This display will be used during the  Questions About Us warm-up in later lessons, so create the display in a place in the classroom that can easily be seen by students.

In the synthesis, students look at the new 5-frame representation and compare it to the representations based on student ideas created in the previous lesson.

Gather the poster created during Questions about Us in the previous lesson.

• “¿Cómo podemos usar los tableros de 5 para mostrar cuántos estamos aquí?” // “How can we use the 5-frames to show how many of us are here?” 
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

• Demonstrate a student suggestion for how to use the 5-frames. 
• “¿Cómo podemos descubrir cuántos estamos aquí?” // “How can we figure out how many of us are here?” (We can count each person. We can count each circle in the 5-frame.)
• Count each student. 
• “¿Cuántos estamos hoy aquí?” // “How many of us are here today?”
• Count each circle. 
• “¿Cuántos estamos hoy aquí?” // “How many of us are here today?”

• Display one of the representations based on student ideas from the previous lesson and the new representation with 5-frames.
• “Estas son distintas formas en las que mostramos cuántos estamos aquí. ¿Qué observan?” // “These are both different ways that we showed how many of us are here. What do you notice?” 

The purpose of this activity is for students to count their collection in a way that makes sense to them.  Students are invited to represent how many objects are in their collection. Some students may choose to create a drawing, make a group with the same number of objects, or just demonstrate how they counted. Students will focus more on creating written representations of how many in a later unit. Monitor and select students with the following strategies to share in the synthesis:  

• demonstrate or explain how they counted
• take out the same number of objects
• draw a picture

Students are provided with a counting mat 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).

• Groups of 2
• “Hoy vamos a contar otra colección de objetos. En ‘Preguntas sobre nosotros’ mostramos cuántos estamos hoy aquí. Mientras cuentan sus colecciones, piensen en cómo pueden mostrar cómo contaron su colección” // “Today you’re going to count another collection of objects. During Questions About Us, we showed how many of us are here today. As you’re counting your collection, think about how you can show how you counted your collection.”

• 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
• “Cuéntenle a su compañero cuántos objetos hay en su colección. Muéstrenle cómo contaron los objetos” // “Tell your partner how many objects are in your collection. Show them how you counted the objects.”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• “Muestren cómo contaron su colección. Usen objetos, dibujos, números o palabras para mostrar cómo pensaron” // “Show how you counted your collection. Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• Monitor for students who use the strategies in the synthesis to represent how they counted.

If students have difficulty representing their count on paper, consider having them explain how they counted verbally. Students can also be provided stickers that they can put on their paper to represent each object in place of a drawing.

• Ask selected students to share in the order listed in the activity narrative.
• “¿En qué se parecen las maneras como ellos contaron sus colecciones?” // “What is the same about how they each counted their collections?” (They all counted each object 1 time.)
• “¿En qué se diferencian las maneras como ellos contaron?” // “What is different about how they each showed how they counted?” (Some people drew a picture and some used objects.)
• After each student shares, write or display the number and say, “Hay _____ objetos en su colección” // “There are _____ objects in their collection.”

The purpose of this optional activity is for students to develop their understanding that the last number said tells how many there are. 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 answering “how many” questions or who recount the collection of objects when asked “how many?”  This activity also serves as further formative assessment on students’ counting concepts, including one-to-one correspondence and keeping track of objects that have been counted. Students have access to a counting mat and egg cartons that were used in previous optional activities to help them pair each object with one number name and keep track of which objects they’ve counted.

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.

• Groups of 2

• Give each student a collection of 6–10 objects. Give students access to counting mats and egg cartons. 
• “Descubran cuántos objetos hay en su colección” // “Figure out how many objects are in your collection.”
• 2 minutes: independent work time
• “¿Cuántos objetos hay en su colección? Díganle a su compañero cuántos objetos hay en su colección sin contar los objetos de nuevo” // “How many objects are in your collection? Tell your partner how many objects are in your collection without counting the objects again.”
• 2 minutes: partner discussion

• Display a collection of 6–10 objects.
• “Contemos para descubrir cuántos objetos hay en esta colección” // “Let’s count to figure out how many objects are in this collection.”
• Move each object as the group counts.
• Hide the collection of objects.
• “¿Cuántos objetos hay en la colección?” // “How many objects are in the collection?”
• If needed, “Cuando contamos, el último número que dijimos fue _____. Eso nos dice que hay _____ objetos en nuestra colección” // “When we counted, the last number we said was _____. That tells us that there are _____ objects in our collection.”

The purpose of this activity is for students to choose from activities that focus on using math tools and recognizing quantities without counting.

Students choose from any stage of previously introduced centers.

• Connecting Cubes
• Pattern Blocks
• Geoblocks
• Picture Books

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

• 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

• “Hemos trabajado con fichas geométricas, cubos encajables, bloques sólidos geométricos y libros de imágenes durante la unidad. ¿Cuál es tu centro favorito? ¿Por qué?” // “We have been working with pattern blocks, connecting cubes, geoblocks, and picture books throughout the unit. Which center is your favorite? Why?”