# Lesson 7

Juego de búsqueda en el salón de clase

## Warm-up: Actuémoslo: ¿Cómo lo podemos mostrar? (10 minutes)

### Narrative

The purpose of this activity is for students to revisit a story and consider ways to act it out. In addition to explaining what the story is about, students also think of ways the class could act out the story. When students act out the story, they make sense of the context and develop strategies for making sense of problems and persevering in solving them (MP1). Monitor for suggestions of acting out the story with concrete objects such as cubes, fingers, or students, as well as representing the story with pictures. In the synthesis, the class acts out the story in one of the ways suggested by the students. In a later lesson, students act out the same story in another way in order to see different representations of the same story.

### Launch

• Groups of 2
• Display and read the story.
• “¿De qué se trata la historia?” // “What is the story about?”
• 30 seconds: quiet think time
• Share responses.
• “¿Cómo pueden actuar esta historia?” // “How can you act out this story?”
• 30 seconds: quiet think time

### Activity

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Monitor for students who suggest using physical objects such as fingers, cubes, or students to represent the ducks, or drawing pictures to represent the story.

### Student Facing

3 patitos muy lejos de aquí
a la colina salieron a pasear.
Mamá pata dijo: “Cuac, cuac, cuac”.
Después 3 patitos vio regresar.

### Activity Synthesis

• Act out the story as a class using a previously identified suggestion of using concrete objects or pictures.

## Activity 1: Cuántos ves: Dos imágenes (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to recognize quantities without counting and describe how they know how many dots are displayed.

MLR8 Discussion Supports. Invite students to begin partner interactions by restating the questions, “¿Cuántos puntos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many dots do you see? How do you see them?” This gives both students multiple opportunities to produce language.

### Launch

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

### Activity

• “Usen sus dedos para mostrarle a su pareja cuántos puntos ven” // “Use your fingers to show your partner how many dots you see.”
• 30 seconds: partner work time
• “Díganle a su pareja cuántos puntos ven, cómo lo saben y qué ven” // “Tell your partner how many dots you see and how you see them.”
• 1 minute: partner discussion
• Record responses.
• Repeat for the second image.

### Student Facing

¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?

### Activity Synthesis

• “Usamos nuestros dedos para mostrar cuántos puntos hay. Usen sus dedos para mostrar cuántos profesores hay en nuestro salón” // “We used our fingers to show how many dots there are. Use your fingers to show how many teachers are in our classroom.”
• “Díganle a su pareja cuántos profesores hay en nuestro salón” // “Tell your partner how many teachers are in our classroom.”

## Activity 2: Juego de búsqueda en el salón de clase (10 minutes)

### Narrative

The purpose of this activity is for students to recognize small groups of objects in their classroom environment. Students recognize and name groups of objects as well as images of objects they see in the classroom. Small groups of objects, such as 2 pencils or 3 books, may be strategically placed around the classroom before the activity begins. While students may find or count larger groups of objects, monitor for students who identify small groups of objects without counting. When students use number names to describe groups of objects in the classroom, students are relating quantity to physical objects (MP2).

Engagement: Provide Access by Recruiting Interest. Use visible timers or audible alerts to help learners anticipate and prepare to transition back to their seats.
Supports accessibility for: Social-Emotional Functioning, Attention

### Launch

• Groups of 2
• Display the image of 3 dots from the warm-up.
• ”¿Dónde ven un grupo de tres objetos en nuestro salón?” // “Where do you see a group of three objects in our classroom?”
• 30 seconds: quiet think time
• Share responses.

### Activity

• ”Caminen alrededor del salón con su pareja y encuentren grupos de objetos. Cuando encuentren un grupo, muéstrenle a su pareja con sus dedos y díganle cuántos objetos hay en el grupo y cómo lo supieron” // “Walk around the room with your partner and find groups of objects. When you find a group, show your partner on your fingers and tell your partner how many objects are in the group and how you know.”
• 5 minutes: partner work time
• Monitor for students who find groups of 2, 3, or 4 objects without counting.

### Student Response

If students find groups of objects that are too large to subitize, consider identifying a group of 1–4 objects and asking:

• ”¿Cuántos _____ hay? ¿Cómo lo sabes?” // “How many _____ are there? How do you know?”

### Activity Synthesis

• “¿Qué grupos de objetos encontraron en nuestro salón de clase?” // “What groups of objects did you find in our classroom?”
• “¿Cómo supieron cuántos objetos había en el grupo?” // “How did you know how many objects were in the group?” (I just saw it. I counted. I saw 2 and 1 more and I know that is 3.)

## Activity 3: Centros: Momento de escoger (25 minutes)

### Narrative

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

### Required Materials

Materials to Gather

### Required Preparation

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

### Launch

• “Hoy vamos a trabajar en centros con nuestras herramientas matemáticas y nuestros libros de imágenes” // “Today you will work in centers with our math tools and picture books.”
• Display the center choices in the student book.
• “Piensen con qué les gustaría trabajar primero” // “Think about what you would like to work with first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time
• “Escojan qué quieren hacer ahora” // “Choose what you would like to work with next.”
• 10 minutes: center work time
• While students work in centers, consider asking:
• “¿Qué hicieron con los cubos encajables, las fichas geométricas o los bloques sólidos geométricos?” // “What did you do with the connecting cubes, pattern blocks, or geoblocks?”
• “¿Qué grupos de cosas vieron en su libro?, ¿cuántas cosas hay?” // “What groups of things did you see in your book? How many things are there?”
• Monitor for students who create objects, patterns, or buildings the class can describe during the synthesis.

### Student Facing

Escoge un centro.

Bloques sólidos
geométricos

Cubos encajables

Fichas geométricas

Libros de imágenes

### Activity Synthesis

• Invite previously selected students to share their work.
• “¿Cómo podemos describir lo que _____ hizo?” // “How can we describe what _____ made?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy encontramos grupos de objetos en el salón de clase. Cuéntenle a su compañero cómo supieron cuántos objetos había en cada grupo que encontraron” // “Today we found groups of objects in the classroom. Tell your partner how you knew how many objects were in each group you found.”