# Lesson 19

Comparemos números e imágenes

## Warm-up: Actúemoslo: Repartamos meriendas (10 minutes)

### Narrative

The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students interpret and create representations of quantities in order to identify one more or one less.

This warm-up gives students opportunities to make sense of a problem by acting it out first before thinking about how to solve the problem (MP1).

### Launch

• Groups of 2
• Display and read the story.
• “¿De qué se trata la historia?” // “What is the story about?”
• 30 seconds: quiet think time
• Share responses.
• “¿Cómo pueden actuar esta historia?” // “How can you act out this story?”
• 30 seconds: quiet think time

### Activity

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share responses.
• Choose a way to represent the story as a class.

### Student Facing

Diego está repartiendo meriendas a los estudiantes en su mesa.
Él tiene 5 manzanas.
Su profesor le da 1 manzana más.
¿Cuántas manzanas tiene Diego ahora?

### Activity Synthesis

• “¿Cuál número es uno más que 5? ¿Cómo lo saben?” // “What number is one more than 5? How do you know?” (6. I counted the pictures we drew. I know that 6 comes after 5 when we count.)

## Activity 1: ¿Cuál tiene más? (10 minutes)

### Narrative

The purpose of this activity is for students to compare images and numbers. Students count the number of images and write the number. In order to compare the groups, students may use the images or the numbers. In the synthesis, students discuss both of these strategies.

Engagement: Provide Access by Recruiting Interest. Leverage choice around perceived challenge. Invite students to decide which problem they want to solve first.
Supports accessibility for: Social-Emotional Skills, Attention

### Launch

• Groups of 2
• “Averigüen cuántas cosas hay en cada grupo. Escriban el número. Después, marquen el grupo que tiene más” // “Figure out how many things there are in each group. Write the number. Then circle the group that has more.”

### Activity

• 5 minutes: partner work time
• Monitor for students who use the images to compare and other students who use the numbers to compare.

1.
2.

3.

### Activity Synthesis

• Display the second problem.
• Invite previously selected students to share how they used the images to compare.
• Invite previously selected students to share how they used the numbers to compare.

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

### Narrative

The purpose of this activity is for students to learn stage 4 of the Less, Same, More center. Students use cards that show the written number as well as a group of images representing the number. Students determine if the number on each card is less than, the same as, or more than the given number. During the synthesis, students discuss how the structure of the counting sequence helps us compare numbers (MP7).

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the questions, “¿Por qué pusiste esa tarjeta ahí?” // “Why did you place that card there?”, and, “¿Cómo lo sabes?” // “How do you know?”. This gives both students an opportunity to produce language.

### Required Materials

Materials to Copy

• Less, Same, More Mat, Spanish
• Number and Image Cards

### Required Preparation

Cut out cards from the blackline master for each group of 2.

### Launch

• Groups of 2
• Give students the mats and cards.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Menos, lo mismo, más’” // “We are going to learn a new way to do the Less, Same, More center.”
• “Primero, saquen una tarjeta y pónganla en la parte de arriba del tablero. Esa tarjeta se queda ahí durante toda la ronda.” // “First, draw a card and place it at the top of the mat. That card will stay there for the whole round.”
• “Al voltear cada nueva tarjeta, decidan si muestra menos que, el mismo número que o más que la tarjeta que pusieron arriba. Si la tarjeta muestra menos que, pónganla en la casilla de la izquierda. Si la tarjeta muestra el mismo número, pónganla en la casilla de la mitad. Y si la tarjeta muestra más que, pónganla en la casilla de la derecha” // “As you flip over each other card, decide if it shows, less than, the same number as, or more than the card at the top. If it shows less than, put it in the square on the left. If it shows the same number as, put it in the square in the middle, and if it shows more than, put it in the square on the right.”
• “Después de poner cada tarjeta, díganle a su pareja una afirmación que incluya las palabras ‘menos que’, ‘lo mismo que’ o ‘más que’” // “After you place each card, tell your partner a sentence using the words ‘less than’, ‘the same as’, or ‘more than’.”
• Demonstrate one round.

### Activity

• 10 minutes: partner work time

### Activity Synthesis

• Display a mat with the 7 card at the top.
• “¿Cuáles números son menos que 7? ¿Cómo lo saben?” // “What numbers are less than 7? How do you know?” (1, 2, 3, 4, 5, 6 because when you count all of those numbers come before 7 so they are less than 7.)
• “¿Cuáles números son más que 7?” // “What numbers are more than 7?” (8, 9, 10)

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

### Narrative

The purpose of this activity is for students to choose activities that offer practice with number and counting concepts

• Less, Same, More
• Math Libs
• Number Race

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Less, Same, More, Stages 1-4
• Math Libs, Stage 1
• Number Race, Stage 1

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos. Una opción es seguir jugando ‘Menos, lo mismo, más’” // “Today we are going to choose from centers we have already learned. One of the choices is to 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 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

Mi mate-libreta

Carrera con números

### Activity Synthesis

• “¿Qué materiales necesitan si quieren jugar ‘Menos, lo mismo, más’? ¿Dónde están estos materiales en nuestro salón de clase?” // “Which materials do you need if you want to play Less, Same, More? Where can you find the materials in our classroom?”

## Lesson Synthesis

### Lesson Synthesis

Display 7 images with the number 7 underneath. Display the number 5.

“¿Cómo podemos descifrar cuál es más?” // “How can we figure out which is more?” (We can draw 5 things and figure out if there are more. I know that 7 is more than 5 because when we count, 7 comes after 5.)