# Lesson 11

Hagamos grupos de imágenes

## Warm-up: Preguntas sobre nosotros: ¿Tobogán o columpios? (10 minutes)

### Narrative

The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students compare groups of images in the synthesis. Adjust the context to better reflect students’ interests and experiences as needed. For example, the question can be adjusted to ask students to choose between two types of playground equipment that are available at school or in the community where students live. A question can also be chosen from the list that students generated in a previous lesson.

### Required Materials

Materials to Copy

• Questions About Us Chart, Spanish

### Launch

• Groups of 2
• Display the Questions About Us Chart.
• “¿Prefieren jugar en el tobogán o en los columpios?” // “Would you rather play on the slide or on the swings?”
• 30 seconds: quiet think time
• Record each student’s choice with a circle in a 5-frame.

### Activity

• “¿Cómo podemos averiguar cuántos estudiantes prefieren jugar en el tobogán?” // “How can we figure out how many students would rather play on the slide?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes prefieren jugar en el tobogán?” // “How many students would rather play on the slide?”
• If needed, ask, “¿Cómo podemos averiguar cuántos estudiantes prefieren jugar en los columpios?” // “How can we figure out how many students would rather play on the swings?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes prefieren jugar en los columpios?” // “How many students would rather play on the swings?”

### Activity Synthesis

• “¿Menos personas escogieron los columpios o el tobogán? ¿Cómo lo saben?” // “Did fewer people choose the swings or the slide? How do you know?”

## Activity 1: Dibujemos grupos de imágenes (10 minutes)

### Narrative

The purpose of this activity is for students to draw groups of images that have more, fewer, or the same number of images as a group drawn by their partner. Students use comparison language as they describe the group their partner should draw. The synthesis builds on an idea introduced in the previous lesson. Students see that when creating a group that is more than another group, you first have to make the same amount and then add more (MP8).

Action and Expression: Internalize Executive Functions. Check for understanding by inviting 1–2 students to rephrase directions in their own words. If time permits, invite students to share the “moves” they will make when it is their turn.
Supports accessibility for: Memory, Organization

### Launch

• Groups of 2
• “Van a dibujar un grupo de cosas. Después, le van a mostrar el grupo a su pareja y le van a decir una de estas frases” // “You are going to draw a group of things. Then show your group to your partner and say one of the sentences.”
• “Dibuja un grupo que tenga más cosas que mi grupo” // “Draw a group that has more things than my group.”
• “Dibuja un grupo que tenga menos cosas que mi grupo” // “Draw a group that has fewer things than my group.”
• “Dibuja un grupo que tenga el mismo número de cosas que mi grupo” // “Draw a group that has the same number of things as my group.”
• “Su compañero va a dibujar un grupo al lado del de ustedes, les dirá cuántas cosas hay en el grupo y dirá una frase que use 'más', 'menos' o 'el mismo número'” // “Your partner will draw a group next to yours, tell you how many things are in the group, and say a sentence using ‘more’, ‘fewer’, or ‘the same number’.”
• “Intercambien roles y repitan” // “Switch roles and repeat.”

### Activity

• 5 minutes: partner work time

### Student Facing

mi grupo el grupo de mi compañero

mi grupo el grupo de mi compañero

### Student Response

If students draw a group that doesn't match the direction their partner gave them, consider asking:

• “Cuéntame sobre las instrucciones que tu pareja te dio” // “Tell me about the directions that your partner gave you.”
• “¿Puedes dibujar un grupo que tenga el mismo número de cosas? ¿Cómo puedes cambiar ese grupo para que tenga más/menos cosas?” // “Can you draw a group that has the same number of things? How can you change this group so that it has more/fewer things?”

### Activity Synthesis

• Display 4 circles.
• “Necesito dibujar un grupo de cosas que tenga más que este grupo” // “I need to draw a group of things that has more than this group.”
• Draw 2 circles.
• “¿Este grupo tiene más cosas? ¿Cómo lo saben?” // “Does this group have more things? How can you tell?” (No, I know 2 is less than 4.)
• Draw 2 more circles.
• “¿Este grupo tiene más cosas? ¿Cómo lo saben?” // “Does this group have more things? How can you tell?” (No, they both have 4 circles so they are the same.)
• Draw 1 more circle.
• “¿Este grupo tiene más cosas? ¿Cómo lo saben?” // “Does this group have more things? How can you tell?” (Yes, because they both have 4, but your group has 1 more.)
• “¿Qué pasa si dibujo otro círculo?” // “What if I drew another circle?” (You would still have more. You could keep drawing as many circles as you want and you will always have more than 4.)

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

### Narrative

The purpose of this activity is for students to learn stage 3 of the Less, Same, More center. Students draw groups that have more, fewer, or the same number of images as a given group. Consider using a sheet protector or laminating the mats for students to use with dry erase markers. Otherwise, make multiple copies of the mats for each group.

MLR8 Discussion Supports. If necessary, invite students to repeat their reasoning to describe their comparison to a partner using mathematical language: “¿Puedes repetir esto usando las palabras más/menos/el mismo número?” // “Can you say that again using the words more/fewer/the same?”

### Required Materials

Materials to Gather

Materials to Copy

• Less, Same, More Mat, Spanish

### Required Preparation

• Each group of 2 needs a set of cards from the blackline master.

### Launch

• Groups of 2
• Give students the mats and cards.
• “Vamos a aprender una nueva manera de jugar el centro ‘Menos, lo mismo, más’. Se llama 'Menos, lo mismo, más: Dibujos’” // “We are going to learn a new way to play the Less, Same, More center. It is called Less, Same, More, Drawings.”
• “Primero, saquen una tarjeta y pónganla en la parte de arriba del tablero. Averigüen cuántas cosas hay en la tarjeta” // “First, draw a card and place it at the top of the mat. Figure out how many things are on the card.”
• Point to each square as you explain: “Dibujen tres grupos en los cuadrados de abajo. Dibujen un grupo que tenga menos cosas, un grupo que tenga el mismo número de cosas y un grupo que tenga más cosas” // “Draw three groups in the squares below. Draw one group that has fewer things, one group that has the same number of things, and one group that has more things.”
• “Intercambien tableros con su pareja. Revisen que estén de acuerdo con los grupos que su pareja hizo” // “Switch mats with your partner. Check to be sure you agree with the groups your partner made.”
• “Escojan uno de los grupos que dibujaron y descríbanlo con una afirmación que use 'más', 'menos' o 'el mismo número'” // “Choose one of the groups you drew to describe with a sentence using ‘more,’ ‘fewer,’ or ‘the same number’.”
• “Cuando terminen, pongan una nueva tarjeta en la parte de arriba del tablero y dibujen grupos que tengan más, menos y el mismo número en los cuadrados” // “When you are finished, place a new card at the top of your mat and draw groups that have more, fewer, and the same number in the squares.”

### Activity

• 10 minutes: partner work time

### Activity Synthesis

• Display the card with 5 dots in a number cube arrangement:
• “Dibujen un grupo que tenga menos imágenes” // “Draw a group that has fewer images.”
• 1 minute: independent work time
• “¿Cuántas imágenes hay en el grupo que dibujaron?” // “How many images are in the group you drew?”
• Share responses.
• “¿Todos nuestros grupos tenían el mismo número de cosas? ¿Por qué?” // “Did all of our groups have the same number of things? Why?” (No, some people drew groups with 2 things and some people drew groups with 4 things. 4 and 2 are both less than 5.)
• “¿Todos nuestros grupos tenían menos de 5 cosas?” // “Did all of our groups have fewer than 5 things?” (Yes.)

## 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 1-3
• 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’” // ”Today we are going to choose from centers we have already learned. You can also continue playing Less, Same, More."
• 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 les gustaría 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

“Díganle a su pareja una razón por la que fue una buena pareja hoy. Háganle una sugerencia para la próxima vez que trabajen en parejas” // “Tell your partner one way they were a good partner today. Give your partner one suggestion for the next time we work with partners.”

## Lesson Synthesis

### Lesson Synthesis

“Hoy hicimos grupos con más, menos o el mismo número de cosas que otro grupo” // “Today we made groups with more, fewer, or the same number of things as another group.”

Draw or display:

and

“Cuéntenle a su compañero cómo pueden averiguar qué grupo tiene menos puntos” // “Tell your partner how you would figure out which group has fewer dots.” (I would count each group and see which has more. I see 5 and 2 more in the first group so I would count 5 in the second group and see if there were 2 more. 7 is more than 6.)

Draw or display:

“Cuéntenle a su compañero qué harían si tuvieran que hacer un grupo con menos puntos” // “Tell your partner what you would do if you had to make a group with fewer dots.” (I would draw 5. I know 5 is fewer because there wouldn’t be any dots under the 5-frame.)

## Student Section Summary

### Student Facing

En esta sección contamos muchos grupos de cosas.
Al contar, nos aseguramos de saber qué objetos ya habíamos contado para contar cada cosa una sola vez.

También comparamos el número de cosas en grupos usando “más”, “menos” y “el mismo número”.

Algunas veces, supimos a simple vista que había más.

Hay más vasos que pajillas.

Algunas veces, tuvimos que emparejar o contar para averiguar qué grupo tenía menos.

6 puntos es menos que 7 puntos.