# Lesson 1

Los dedos como herramienta matemática

## Warm-up: Conteo grupal: Dedos y conteo (10 minutes)

### Narrative

The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities with their fingers.

### Launch

• “Contemos hasta 10” // “Let’s count to 10.”
• Count to 10 as a class.

### Activity

• “Mientras cuento hasta 10, levanten 1 dedo por cada número” // “As I count to 10, put up 1 finger for each number.”
• Count to 10 as students put up their fingers.
• Demonstrate counting to 10, putting up 1 finger for each number.
• “Ahora contemos hasta 10 con nuestros dedos. Cada vez que digan un número, levanten 1 dedo” // “Now let’s count to 10 with our fingers. Each time you say a number, put up 1 finger.”
• Count to 10 as a class using fingers 2–3 times.

### Activity Synthesis

• “Mientras ustedes cuentan y levantan sus dedos, yo escribo los números” // “As you count and put up your fingers, I will write the numbers.”
• Write numbers 1–10 as students count and put up their fingers.

## Activity 1: ¿Cuántos dedos? (10 minutes)

### Narrative

The purpose of this activity is for students to recognize and name quantities 1–10 represented on fingers. Students may count to determine how many fingers are held up in this activity. With repeated experience, students begin to recognize quantities represented with fingers without counting (MP7, MP8).

### Launch

• Groups of 2
• Hold up 3 fingers.
• “¿Cuántos dedos tengo levantados?” // “How many fingers am I holding up?”
• 30 seconds: quiet think time
• Share responses.
• Repeat with 6 fingers.
• “Por turnos, jueguen con su compañero. Uno levanta algunos dedos. El otro dice cuántos dedos tiene levantados” // “Take turns playing with your partner. One partner holds up some fingers. The other partner figures out how many fingers they are holding up.”

### Activity

• 5 minutes: partner work time

### Activity Synthesis

• Hold up 2 fingers.
• “¿Cómo saben cuántos dedos tengo levantados?” // “How do you know how many fingers I am holding up?” (I can just see that there are 2.)
• Hold up 5 fingers.
• “¿Cómo saben cuántos dedos tengo levantados?” // “How do you know how many fingers I am holding up?” (I know that there are 5 fingers on a hand.)
• “En la siguiente actividad, vamos a practicar mostrar con nuestros dedos un número dado” // “In the next activity, we will practice showing a given number with our fingers.”

## Activity 2: Mostremos algunos dedos (10 minutes)

### Narrative

The purpose of this activity is for students to show quantities 1–10 with fingers. Students may count each finger to show the given amount or may automatically know how many fingers to hold up.

MLR8 Discussion Supports. Invite students to chorally repeat numbers in unison 1–2 times. Use gestures to emphasize connections between the displayed numeral and the number of fingers.
Representation: Access for Perception. Synthesis: Students might need support when they see the hands being mirrored as they show their partner or their teacher shows them their hands. Use your hand to show students that the hand gestures are the same number of fingers.
Supports accessibility for: Visual-Spatial Processing

• Groups of 2

### Activity

• “Cuando diga un número, levanten ese número de dedos. Después, revisen con su compañero para ver si levantaron el mismo número de dedos” // “When I say a number, hold up that many fingers. Then check with your partner to see if you are holding up the same number of fingers.”
• Write or display “1”.
• “Levanten 1 dedo” // “Hold up 1 finger.”
• 30 seconds: independent work time
• “Revisen con su compañero para ver si levantaron el mismo número de dedos” // “Check with your partner to see if you are holding up the same number of fingers.”
• 1 minute: partner discussion
• Repeat the steps with the rest of the numbers. Write or display and say each number from the student workbook.

1

3

5

4

6

8

10

9

2

7

### Activity Synthesis

• “Muestren un número usando solo una mano” // “Show a number using only one hand.”
• “Muestren un número usando las dos manos” // “Show a number using two hands.”
• “¿Cuáles números pueden mostrar con una mano?” // “Which numbers can you show on one hand?” (I can show 3 on one hand with 3 fingers. I can hold up 5 fingers.)
• “¿Para mostrar cuáles números necesitan las dos manos?” // “Which numbers do you need two hands to show?” (I need two hands to show 10 fingers. There are only 5 fingers on my hand so I need the other hand to show more than 5.)

## Activity 3: Conozcamos “Dedos matemáticos: Muestra y dilo” (25 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the Math Fingers center. Students hold up the number of fingers shown on a card and their partner determines how many fingers they are holding up. While students may put up fingers in any order, demonstrate by raising fingers starting with the right pinky with palms facing out towards students. Students may count the fingers or recognize the quantity without counting. Students may also count on from 5 to determine how many fingers when 6–10 fingers are displayed. When students connect the number shown on the card to the number of fingers they hold up, they reason abstractly and quantitatively (MP2).

After they participate in the center, students choose from any stage of previously introduced centers.

• Pattern Blocks
• Picture Books

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

### Required Materials

Materials to Gather

Materials to Copy

• Math Fingers Cards

### Required Preparation

• Gather materials from:
• Pattern Blocks, Stages 1-3
• Picture Books, Stages 1 and 2

### Launch

• Groups of 2
• Display a card.
• “Levanten sus dedos como ven en la tarjeta” // “Hold up your fingers like you see on the card.”
• 30 seconds: independent work time
• “¿Cuántos dedos tienen levantados?” // “How many fingers are you holding up?”

### Activity

• Give each group of students a set of cards.
• “Volteen una tarjeta y pónganla entre ustedes y su compañero. Decidan quién va primero” // “Flip over one card and put it in between you and your partner. Decide who will go first.”
• “Un compañero levantará sus dedos como los dedos en la tarjeta. El otro compañero descifrará y dirá cuántos dedos está levantando su compañero. Por turnos, jueguen con su compañero” // “One partner will hold up their fingers like the fingers on the card. The other partner will figure out and say how many fingers their partner is holding up. Take turns playing with your partner.”
• 4 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando 'Dedos matemáticos'” // “Now you can choose another center. You can also continue playing Math Fingers.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice.
• 10 minutes: center work time
• If time, invite students to choose another center.

### Student Facing

Escoge un centro.

Dedos matemáticos

Fichas geométricas

Libros de imágenes

### Activity Synthesis

• “Hoy conocimos un nuevo centro en el que usamos nuestros dedos y tarjetas. ¿Qué pueden hacer para cuidar las tarjetas y asegurarse de que podamos usarlas para jugar otra vez?” // “Today we learned a new center using our fingers and cards. What can you do to take care of the cards to make sure that we can use them to play the game again?” (We can make sure we don’t bend them. We can make sure we put them all back when we are done.)

## Lesson Synthesis

### Lesson Synthesis

“Hoy usamos nuestros dedos como herramientas matemáticas para mostrar números. Cuéntenle a su compañero cuál fue su número favorito para mostrar con los dedos y por qué fue su favorito” // “Today we used our fingers as math tools to show numbers. Tell your partner which number was your favorite to show using your fingers and why it was your favorite.”