Lesson 16

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. Recognizing and describing one more than a given quantity will be useful in the next section when students work on creating and identifying one more than a given quantity or number.

When students use the structure of the 5-frame to recognize and describe quantities, they look for and make use of structure (MP7).

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

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

• Display the images with 6 dots on a 5-frame and 7 dots on a 5-frame. 
• “¿Qué cambió de ese grupo a este grupo?” // “What changed from this group to this group?” (There was one more dot. There were 6 and now there are 7.)

The purpose of this activity is for students to revisit stage 1 of the Math Stories center. In an earlier variation, students asked and answered “how many” questions about groups of images in different arrangements. In the activity, students represent how many images there are using drawings, numbers, or words. Using written numbers to represent how many images there are is highlighted in the activity synthesis.

• Groups of 2
• Give each group of students picture cards. Give each student a recording sheet.
• “Vamos a aprender una nueva manera de jugar 'Historias matemáticas'” // “We are going to learn a new way to play Math Stories.”
• Display a picture card.
• “Piensen en una pregunta tipo ‘¿Cuántos?’ para hacerle a su pareja sobre esta imagen” // “Think of one ‘how many’ question that you can ask your partner about this picture.”
• 30 seconds: quiet think time
• Share and record responses.
• “Por turnos, hagan preguntas tipo ‘¿Cuántos?’ sobre la imagen. Cuando su pareja les haga una pregunta tipo ‘¿Cuántos?’, muestren en la hoja de registro cuántas cosas hay. Muestren cómo pensaron. Usen dibujos, números o palabras” // “Take turns with your partner asking ‘how many’ questions about the picture. When your partner asks you a ‘how many’ question, show how many things there are on the recording sheet. Show your thinking using drawings, numbers, or words.”

• 5 minutes: partner work time
• Monitor for students who write a number in their representation.

If students count the images in the blackline master and do not create a written representation:

• “¿Cuántos ____ hay?” // “How many ____ are there?”
• “¿Cómo puedes mostrar que hay __ cosas? ¿Puedes usar dibujos o números para mostrar que hay ___ cosas?” // “How can you show that there are __ things? Can you use drawings or numbers to show that there are ___ things?”

• Invite students who wrote a number in their representation to share.
• “¿Cuántos barcos contaron ellos? ¿Cómo lo saben?” // “How many boats did they count? How do you know?” (They counted 5 boats. I know because they wrote the number 5.)
• “Podemos escribir números para mostrar cuántas cosas contamos. Si no lo han hecho, escriban un número para mostrar cuántos contaron” // “We can write numbers to show how many things we counted. If you haven’t already, write a number to show how many you counted.”
• “Cuando jueguen ‘Historias matemáticas’ en el momento de los centros, asegúrense de escribir un número para mostrar cuántas cosas contaron. También pueden usar dibujos o palabras” // “When you play Math Stories during centers, be sure to write a number to show how many things you counted. You can also use drawings or words."

The purpose of this activity is to represent quantities of 1–10 objects using a number. Students practice counting groups of 1–10 objects and recognizing and writing numbers. In the activity synthesis, students determine how many objects are in a bag based on the number label, which encourages them to connect numbers to quantities (MP2). Students develop their understanding that the arrangement of objects does not affect the quantity.

Any small classroom materials can be used to fill the mystery bags, such as buttons, connecting cubes, or pencils. Collections that students bring from home can also be used.

• Each student needs a brown paper (not see through) bag with 1 to 10 objects inside.

• Groups of 4
• “Hoy vamos a jugar un juego que se llama ‘Bolsas misteriosas’. Hay algunos objetos dentro de cada bolsa, pero no podemos ver cuántos. Tenemos que descubrir cuántos objetos hay en cada bolsa y luego ponerle una marca a la bolsa para que el siguiente grupo sepa cuántos objetos hay adentro” // “Today we’re going to play a game called ‘Mystery Bags’. There are some objects inside each bag but we can’t see how many. We need to figure out how many objects are in the bag and then put a label on the bag so that the next group knows how many objects are inside.”
• Display a bag. Demonstrate taking each object out of the bag and counting the objects.
• “¿Cuál número debo escribir en mi nota adhesiva para mostrar cuántos objetos hay?” // “Which number should I write on my sticky note to show how many objects there are?”
• Demonstrate writing the number on the sticky note and placing it on the bag.

• Give each group of students 4 bags filled with 1-10 objects and sticky notes.
• “Trabajen en grupo para descubrir cuántos objetos hay en cada bolsa. Escriban un número en la nota adhesiva para mostrar cuántos objetos hay en cada bolsa” // “Work with your group to figure out how many objects are in each bag. Write a number on the sticky note to show how many objects are in each bag.”
• 5 minutes: small-group work time
• Each group trades their bags with another group.
• “Ahora tienen las bolsas de otro grupo. Para cada bolsa, miren su nota adhesiva y vean si pueden descifrar cuántos objetos hay en la bolsa. Después, revisen la bolsa para ver cuántos objetos hay realmente en la bolsa” // “Now you have another group’s bags. Look at their sticky notes and see if you can figure out how many objects are in the bag. Then check in the bag to see how many objects are really in the bag.”
• 5 minutes: small-group work time

• Display a bag containing 8 objects labelled with the number 8 for all to see.
• “¿Cuántos objetos piensan que hay en esta bolsa? ¿Qué les hace pensar eso?” // “How many objects do you think are in this bag? What makes you think that?” (I think there are 8 objects in the bag, because the number 8 is on the sticky note.)
• 30 seconds: quiet think time
• Share responses.
• “Veamos si tenían razón” // “Let’s see if you were right.”
• Take the objects out of the bag and count them.
• “Había 8 objetos en la bolsa. Pudimos saber porque el número 8 estaba escrito en la bolsa. Ahora voy a poner los objetos en una línea. ¿Cuántos objetos hay ahora?” // “There were 8 objects in the bag. We could tell because the number 8 was written on the bag. Now I’m going to put the objects in a line. How many objects are there now?”
• Demonstrate moving the 8 objects into a line.
• “Todavía tenemos 8 objetos. No agregué ningún objeto ni quité ningún objeto, así que todavía hay 8 objetos” // “We still have 8 objects. I didn’t add any more objects or take any away, so there are still 8 objects.”

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

• Gather materials from:
  • Math Stories, Stage 1
  • 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

• “Digan una pregunta matemática que les hizo su compañero hoy durante el tiempo de centros” // “What is one math question that your partner asked you during centers today?”