Lesson 15

The purpose of this warm-up is for students to subitize or use grouping strategies to describe the images they see. Students look for and make use of structure when they notice and use the arrangement of one image to help them with the next (MP7).

• 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

•  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.

• Display or write and say “5”.
• “Cada grupo tiene 5 puntos. Aunque estén organizados de manera diferente, todos son 5” // “Each group has 5 dots. Even though they are arranged differently, they are all 5.”
• “Hemos estado mostrando números de muchas maneras diferentes. ¿Cuáles maneras de mostrar 5 vieron en este calentamiento? ¿De qué otras maneras pueden mostrar 5?” // “We have been showing numbers in many different ways. What ways to show 5 did you see in this warm-up? What are some other ways that you can show 5?” (We saw 5 dots. We saw 5 on a 5-frame. We could hold up 5 fingers. We could use 5 counters or objects.)

The purpose of this activity is for students to draw images to match a number. Students work in small groups to draw many different groups with the number on their poster. After students create their posters, they participate in a gallery walk. Consider establishing a small sound or motion to signal to students when it is time to move from one poster to the next.

This activity uses MLR7 Compare and Connect. Advances: Representing, Conversing.

• Each group of 4 students need a piece of chart paper with a number (1-10) written at the top.

• Groups of 4
• Give each group of students a piece of chart paper with a number 1-10 written on top. Give students access to crayons, colored pencils, or markers.
• “Van a hacer un póster en grupo. Dibujen tantos grupos como puedan para mostrar el número que hay en su póster” // “You are going to make a poster with your group. Draw as many groups as you can to show the number on your poster.”

• 5 minutes: small-group work time
• “Caminen por el salón y miren los pósteres que hicieron otros grupos. ¿Qué observan? ¿En qué se parecen los otros pósteres al de ustedes? ¿En qué son diferentes?” // “Walk around and look at the posters that other groups made. What do you notice? How are the other posters the same as your poster? How are they different?”
• 5 minutes: gallery walk

• Display a student drawing of 6 things or draw 6 apples in an array:

  

  

• “Elena dibujó estas manzanas. ¿Para cuál póster de números las dibujó? ¿Cómo lo saben?” // “Elena drew these apples. Which number poster did she draw these apples for? How do you know?”
• Display a student drawing of 6 things or draw 6 apples in a line of 5 and 1:

  

  

• “Diego dibujó estas manzanas. ¿Para cuál póster de números las dibujó? ¿Cómo lo saben?” // “Diego drew these apples. Which number poster did he draw these apples for? How do you know?”

The purpose of this activity is for students to learn stage 1 of the Math Libs center. Students draw groups of images to match given numbers.

• Groups of 2
• Give each group of students a number mat, a connecting cube, and two copies of a page from the blackline master.
• “Hoy vamos a conocer un centro nuevo llamado 'Mi mate-libreta'” // “We are going to learn a new center called Math Libs.”
• Demonstrate rolling a cube onto the mat.
• “¿Debo escribir 4 junto a las mariposas, las mariquitas, las orugas, las flores o los conejos?” // “Should I write 4 next to the butterflies, ladybugs, caterpillars, flowers, or rabbits?”
• “Escribí 4 junto a los conejos, así que ahora necesito hacer 4 conejos en mi dibujo. Está bien si mis conejos no se ven exactamente como los conejos de la imagen. Después, voy a lanzar el dado por mi compañero y él escribirá el número y agregará dibujos a su imagen” // “I wrote 4 next to the rabbits, so now I need to draw 4 rabbits in my picture. It’s okay if my rabbits don’t look exactly like the rabbits in the picture. Then I will roll for my partner and they will write the number and add drawings to their picture.”
• Demonstrating drawing 4 rabbits in the picture.

• “Jueguen por turnos con su compañero. Lancen el dado y díganle el número a su compañero. Después, su compañero escoge en dónde escribir el número y hace ese número de cosas en su dibujo” // “Take turns playing with your partner. Roll the cube and tell your partner the number. Then they choose where to write the number and draw that many things in their picture.”
• 6 minutes: partner work time

• Invite 3–4 students to share their pictures. Display the pictures for the class.
• “¿Por qué todas las imágenes tienen mariquitas?” // “Why do all of the pictures have ladybugs in them?” (We all had to draw some ladybugs.)
• “¿Por qué no todas tienen el mismo número de mariquitas?” // “Why don’t they all have the same number of ladybugs?” (The number was different each time you rolled.)

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.

• Math Libs
• Bingo
• Number Race
• Geoblocks
• Math Fingers

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

• “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

• 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

• Invite students to display their completed Math Libs page.
• “¿Cuántos _____ dibujaron ellos? ¿Cómo lo saben?” // “How many _____ did they draw? How do you know?” (I counted them. They wrote the number _____ next to it.)