# Lesson 10

Encontremos más o menos

## Warm-up: Preguntas sobre nosotros: ¿Manzanas o bananos? (Parte 2) (10 minutes)

### Narrative

The purpose of this warm-up is for students to consider concepts of number in a familiar context. The synthesis focuses on knowing that one more is the next counting number.

### Required Materials

Materials to Gather

Materials to Copy

• Questions About Us Chart, Spanish

### Required Preparation

Gather the completed Questions About Us: Apples or Bananas chart from a previous lesson.

### Launch

• Groups of 2
• Display the completed Questions About Us chart from a previous lesson.
• “¿Qué representan los círculos?” // “What do the circles represent?”

### Activity

• “¿Cómo podemos averiguar cuántos estudiantes prefieren manzana?” // “How can we figure out how many students like apples better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes prefieren manzana?” // “How many students like apples better?”
• “¿Cómo podemos averiguar cuántos estudiantes prefieren banano?” // “How can we figure out how many students like bananas better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes prefieren banano?” // “How many students like bananas better?”

### Student Response

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### Activity Synthesis

• “1 estudiante olvidó votar. Escogió banano. ¿Ahora cuántas personas escogieron banano?” // “1 student forgot to vote. They chose bananas. How many people chose bananas now?”

## Activity 1: Marca más, marca menos (10 minutes)

### Narrative

The purpose of this activity is for students to find groups that have more images than a given group. Students can compare in any way that makes sense to them. Students describe the comparisons using “more”, “fewer”, or “the same number.” In the synthesis, students use mathematical vocabulary precisely to discuss how different ways of counting can help to compare the number of images in groups (MP6).

Representation: Internalize Comprehension. Students might need support when they see that they have to make sense of 6 images for each prompt. Provide students the option of looking at one line of images at a time (3 images at a time rather than 6).
Supports accessibility for: Attention, Organization

### Launch

• Groups of 2
• Display the image at the top of the student book.
• “¿Cuántos puntos hay?” // “How many dots are there?” (4)
• 30 seconds: quiet think time
• Share responses.
• “Miren los grupos que están abajo. Marquen los 3 grupos que muestran más que 4. Para cada grupo que marquen, díganle a su pareja una afirmación que use la palabra 'más' y otra que use la palabra 'menos'” // “Look at the groups below. Circle the 3 groups that show more than 4. For each group that you circle, tell your partner a statement using ‘more’ and a statement using ‘fewer’.”

### Activity

• 3 minutes: partner work time
• Monitor for students who count to help them find groups of images that show more.
• “Miren los grupos que están abajo. Marquen los tres grupos que muestran menos que 6. Para cada grupo que marquen, díganle a su compañero una afirmación que use la palabra 'más' y otra que use la palabra 'menos'” // “Look at the groups below. Circle the three groups that show fewer than 6. For each group that you circle, tell your partner a statement using ‘more’ and a statement using ‘fewer’.”
• 3 minutes: partner work time

1.

2.

### Student Response

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### Activity Synthesis

• Display 6 dots in a 5-frame.
• “¿Cuántos puntos hay?” // “How many dots are there?” (6)
• “¿Cómo saben que esto muestra más que 4?” // “How do you know this shows more than 4?” (I counted 4 and there were more left over. 6 comes after 4 when we count so it is more.)
• Invite students to chorally repeat these words or phrases in unison 1-2 times:
• “6 es más que 4” // “6 is more than 4.”
• “4 es menos que 6” // “4 is less than 6.”
• “¿Hay grupos que muestran el mismo número de cosas? ¿Cuáles?” // “Are there any groups that show the same number of things? Which ones?” (There are 6 dots on the 5-frame and 6 dots. There are 4 dots and 4 fingers.)

## Activity 2: Conozcamos “Menos, lo mismo, más: Imágenes” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 2 of the Less, Same, More center. Students compare groups of images in different arrangements. The activity synthesis highlights that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in the count sequence. This idea will be revisited in future sections and units. Students need repeated experiences comparing groups of objects, images, and numbers to be able to notice, articulate, and use the connection between the counting sequence and comparing the size of numbers (MP7, MP8).

The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future activities and lessons.

MLR8 Discussion Supports. Remind students to use comparison language such as “menos que”, “el mismo número que”, “más que” // “fewer than,” “the same number as,” “more than.”
Advances: Listening, Speaking

### Required Materials

Materials to Copy

• Less, Same, More Mat, Spanish
• Image Cards Grade K

### Required Preparation

• Create a T-chart labeled "Fewer than 5" and "More than 5".

### Launch

• Groups of 2
• Give each group of students a set of cards.
• “Vamos a aprender una nueva manera de jugar el centro ‘Menos, lo mismo, más’” // “We are going to learn a new way to play the Less, Same, More center.”
• Display the student page.
• “¿Cuántos puntos hay en la casilla?” // “How many dots are in the box?” (5)
• 30 seconds: quiet think time
• Share responses.
• Display an image card.
• “¿Cuántos puntos hay?” // “How many dots are there?”
• 30 seconds: quiet think time.
• Share responses.
• “¿Hay menos, lo mismo o más que 5?” // “Are there fewer, the same, or more than 5? How do you know?”
• Point to each part of the mat as you explain: “Si hay menos que 5, pongan la tarjeta a la izquierda. Si hay el mismo número, pongan la tarjeta en la mitad. Si hay más, pongan la tarjeta a la derecha” // “If it shows fewer than 5, put the card on the left. If it shows the same number, put the card in the middle. If it shows more, put the card on the right.”
• “Escojan una tarjeta, averigüen cuántas cosas hay en la tarjeta y averigüen si la imagen muestra menos, el mismo número o más de 5 imágenes” // “Choose a card, figure out how many things are on the card, and figure out if the image shows fewer, the same, or more than 5 images.”

### Activity

• 7 minutes: partner work time

### Student Response

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### Activity Synthesis

• Display t-chart labeled ‘Fewer than 5’ on the left and ‘More than 5’ on the right.
• “Escojan una tarjeta que muestre menos que 5. ¿Cuántas cosas hay en su tarjeta?” // “Choose a card that shows fewer than 5. How many things are on your card?”
• 30 seconds: partner work time
• Share responses.
• Write the numbers on the left side of the t-chart as students share.
• Repeat for cards that show more than 5.
• Read the numbers on each side of the chart.
• “¿Qué observan? ¿Qué se preguntan?“ // “What do you notice? What do you wonder?” (It sounds like you are counting. The numbers you say before 5 are all together on one side and the numbers you say after 5 are on the other side.)

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

### Narrative

The purpose of this activity is for students to choose from activities that offer practice counting and comparing groups of objects and images.

Students choose from any stage of previously introduced centers.

• Less, Same, More
• Bingo
• Math Stories
• Connecting Cubes
• Number Race

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Less, Same, More, Stages 1 and 2
• Bingo, Stage 1
• Math Stories, Stage 1
• Connecting Cubes, Stages 1-3
• Number Race, Stage 1

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos. También pueden seguir jugando ‘Menos, lo mismo, más’. En vez de tener siempre 5 puntos en la parte de arriba, pueden escoger otra tarjeta para poner arriba. Si ponen una tarjeta con 7 puntos, deben descifrar si cada tarjeta tiene más, el mismo número o menos que 7” // “Today we are going to choose from centers we have already learned. You can also keep playing Less, Same, More. Instead of always having 5 dots at the top, you can choose another card to put at the top. So if you put a card with 7 dots at the top, you would figure out if each card has more, the same number, or fewer than 7.”
• 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

• Invite students to work at the center of their choice.
• 8 minutes: center work time
• "Escojan qué quieren hacer ahora" // “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Escoge un centro.

Menos, lo mismo, más

Bingo

Historias matemáticas

Cubos encajables

Carrera con números

### Activity Synthesis

• “¿Qué centro les pareció difícil hoy?, ¿qué cosa lo hizo difícil?” // “Which center was challenging for you today? What made it challenging?”

## Lesson Synthesis

### Lesson Synthesis

Draw the image for all students to see.

“Hoy contamos y comparamos el número de cosas que hay en grupos. ¿Cómo les ayuda esta imagen a ver que 7 es más que 4?” // “Today we counted and compared the number of things in groups. How does this picture help you see that 7 is more than 4?” (I can see that 7 has 4 and then some more.)

“Practiquemos cómo contar hasta 20” // “Let’s practice counting to 20.”

Demonstrate counting to 20. Count to 20 as a class 1–2 times.

## Cool-down: Unidad 2, punto de chequeo de la sección B (0 minutes)

### Cool-Down

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