# Lesson 13

Números en diversas formas

## Warm-up: Cuántos ves: Diferentes arreglos de 4 (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to recognize and name groups of images and describe how they see the images. Each image has 4 dots, but they are arranged differently. The number 4 is displayed during the synthesis to give students opportunities to recognize numbers and connect numbers and quantities.

### Launch

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

### Activity

• Display the image.
• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

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

### Student Response

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### Activity Synthesis

• Display or write and say “4”.
• “Cada una tiene 4 puntos. Aunque los puntos están organizados de forma diferente, todas son 4” // ”Each one has 4 dots. Even though they are arranged differently, they are all 4.”
• Display the image of 4 dots in a 5-frame.
• “Un tablero de 5 es una herramienta que hemos estado usando para ubicar y organizar objetos o imágenes. ¿Qué saben sobre este tablero de 5?” // “A 5-frame is one tool that we have been using to arrange and organize objects or pictures. What do you know about this 5-frame?” (There are 5 squares. In this picture, there are 4 dots in the squares. One square is empty.)

## Activity 1: Emparejemos grupos de imágenes con números (10 minutes)

### Narrative

The purpose of this activity is for students to match groups of images to numbers. Students count images arranged in circles for the first time, which requires students to keep track of which image they counted first. As students work, monitor for students who:

• mark which image they counted first
• mark each image as they count

### Required Materials

Materials to Copy

• Reference Sheet Numbers (1–10) with 5-Frames

### Launch

• Groups of 2
• Display the student book.
• “¿Qué números ven en esta página?” // “What numbers do you see on this page?”
• “Digamos cada número juntos” // “Let’s say each number together.”
• Point to and say each written number on the student page.
• Give students access to the Number Reference Sheet.
• “Unan con una línea cada número con el grupo de puntos que le corresponde” // “Draw a line from each number to the group of dots that it matches.”

### Activity

• 5 minutes: independent work time
• Monitor for students who have a method for counting images in a circle.
• “Compartan su trabajo con su pareja” // “Share your work with your partner."
• 2 minutes: partner discussion

### Student Response

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### Advancing Student Thinking

If students count some of the images more than one time or do not count some images, consider asking:

• “¿Cuáles puntos has contado? ¿Cómo lo sabes?” // “Which dots have you counted? How do you know?”
• “¿Qué puedes hacer para recordar cuáles puntos ya has contado y cuáles necesitas contar todavía?” // “What can you do to help you remember which dots you have counted already and which ones you still need to count?”

### Activity Synthesis

• Display 8 dots in a circle.
• “¿Cómo descubrieron cuántos puntos hay?” // “How did you figure out how many dots there are?”
• 30 seconds: partner discussion
• Invite previously identified students to share how they counted the dots.
• “¿Qué número le corresponde a este grupo de puntos?” // “What number matches this group of dots?” (8. There are 8 dots.)
• “Puedo escribir el número 8 y dibujar 8 cosas. Ambos muestran 8” // “I can write the number 8 or draw 8 things. They both show 8.”

## Activity 2: Configuraciones diferentes, mismo número (15 minutes)

### Narrative

The purpose of this activity is for students to match groups of images to numbers. Students match multiple groups of images to the same number. Students start to work with numerical symbols as they learn that the number describing a set of images or objects stays the same no matter how those images or objects or organized (MP7, MP8).

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question, “¿Cómo contaste?” // “How did you count?” or “¿Como llevaste la cuenta?” // “How did you keep track of your count?” This gives both students an opportunity to produce language.
Advances: Speaking
Representation: Develop Language and Symbols. Synthesis: Students might need support connecting the numeral representation of the number to the groups of images. Make connections between these representations by counting the images together and verifying the matching numeral.
Supports accessibility for: Conceptual Processing, Language

### Required Materials

Materials to Gather

Materials to Copy

• Circle Cards
• Sort By Number Mat 1-10

### Required Preparation

Cut out images in circle cards from the blackline master to make a set of cards for each group of 2. Add these cards to the Image Cards from a previous lesson.

### Launch

• Groups of 2
• Display the number mat and 1 card.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 30 seconds: quiet think time
• “¿Dónde creen que debería poner esta tarjeta? ¿Por qué piensan eso?” // “Where do you think I should place this card? Why do you think that?” (There are 7 dots so you should put it by the number 7.)

### Activity

• Give each group a set of cards and the sort by number mat.
• “Con su pareja, ubiquen cada tarjeta con el número que corresponde. Haganlo así: por turnos, volteen una tarjeta y expliquen con cuál número debe ir la tarjeta” // “With your partner place each card with the number it matches. Take turns flipping a card and explaining which number the card should go with.”
• 7 minutes: partner work time

### Student Response

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### Activity Synthesis

• “¿Cuáles tarjetas emparejaron con el número 5?” // “Which cards did you match with the number 5?”
• Share responses. As students share, display the cards that students matched to the number 5.
• “¿En qué se parecen todas estas tarjetas? ¿En qué son diferentes?” // “What is the same about all of these cards? What is different about them?” (They all have 5 dots. They look different. Some are in lines and some are in circles.)
• “Todas estas tarjetas muestran 5. Este número también es 5” // “All of these cards show 5. This number is also 5.”

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

### Narrative

The purpose of this activity is for students to choose from activities that offer practice composing, decomposing, and comparing numbers.

Students choose from any stage of previously introduced centers.

• Number Race
• Geoblocks
• Math Fingers

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Number Race, Stage 1
• Geoblocks, Stages 1 and 2
• Math Fingers, Stages 1 and 2

### Launch

• “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

### 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.

Carrera con números

Bloques sólidos geométricos

Dedos matemáticos

### Activity Synthesis

• “¿En cuál centro se divirtieron más hoy? ¿Qué les gustó del centro?” // “Which center did you enjoy most today? What did you like about that center?”

## Lesson Synthesis

### Lesson Synthesis

Write the number 5 and display these 2 cards:

“Mai emparejó los dedos y los puntos en un círculo con el número 5. Diego dice que no puede ser que los dedos y los puntos muestren ambos 5 porque los puntos están en un círculo y los dedos están en una línea. ¿Qué piensan?” // “Mai matched the fingers and the dots in a circle to the number 5. Diego says that the fingers and dots can’t both show 5 because the dots are in a circle and the fingers are in a line. What do you think?” (There are 5 fingers and 5 dots so it doesn’t matter how they are arranged.)

“Hay 5 dedos y 5 puntos, así que ambos van con el número 5. Hay muchas maneras diferentes de mostrar números. Podemos usar ‘5’ para describir muchos grupos que se ven distintos, pero todos tienen el mismo número de cosas” // “There are 5 fingers and 5 dots, so they can both go with the number 5. There are many different ways to show numbers. We can use ‘5’ to describe many groups that look different, but all have the same number of things.”

“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 C (0 minutes)

### Cool-Down

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