# Lesson 2

Contemos y organicemos

## Warm-up: Conteo grupal: Dedos y números (10 minutes)

### Narrative

The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities with their fingers.

### Launch

• Groups of 2
• “Mientras cuento hasta 10, levanten un dedo cuando digo cada número” // “As I count to 10, put up 1 finger as I say each number.”
• Count to 10 as students put up their fingers.

### Activity

• “Ahora contemos hasta 10 con nuestros dedos. Cada vez que digan un número, levanten un dedo” // “Now let’s count to 10 with our fingers. Each time you say a number, put up 1 finger.”
• Count to 10 as a class using fingers 2–3 times.
• “Mientras cuentan y levantan sus dedos, yo escribo los números” // “As you count and put up your fingers, I will write the numbers.”
• Write numbers 1–10 as students count and put up their fingers.

### Activity Synthesis

• “Cuenten hasta 10 con su pareja. Un compañero dice los números del 1 al 10 mientras el otro levanta sus dedos” // “Work with your partner to count to 10. One partner says the numbers from 1 to 10 while the other partner puts up their fingers.”
• Switch roles.

## Activity 1: Contemos, reorganicemos, contemos (10 minutes)

### Narrative

The purpose of this activity is for students to notice that the arrangement of a group of objects does not change the number of objects. Students grab a handful of connecting cubes and count to see how many they have. They then rearrange the connecting cubes using a 5-frame and discover that although the connecting cubes are arranged differently, the number of connecting cubes stays the same. This understanding develops over time with repeated experience working with quantities in many different arrangements. Students may continue to recount the objects in this and future lessons until they understand and are confident that the number of objects remains the same when they are rearranged.

MLR8 Discussion Supports. Synthesis: Invite students to use gestures as they count their collections aloud.

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give each group of students connecting cubes.
• “Vamos a jugar un juego con nuestros cubos encajables y tableros de 5” // “We are going to play a game with our connecting cubes and 5-frame.”
• “Una persona agarra un puñado de cubos encajables. Luego, descifra cuántos hay y se lo dice a su compañero” // “One person will grab a handful of connecting cubes and figure out and tell their partner how many there are.”
• “Después, el otro compañero organiza los cubos encajables usando el tablero de 5, descifra cuántos hay y se lo dice a su compañero” // “Then the other partner will organize the connecting cubes using the 5-frame, and figure out and tell their partner how many there are.”
• “Por turnos, jueguen con su pareja” // “Take turns playing with your partner.”

### Activity

• 5 minutes: partner work time
• Monitor for students who notice that the number of objects is the same after they are rearranged.

### Activity Synthesis

• Display 6 connecting cubes.
• “¿Cómo puedo saber cuántos cubos encajables hay?” // “How can I figure out how many connecting cubes there are?” (You can count them. You can put them in a line and count them.)
• Demonstrate or invite a student to demonstrate counting the connecting cubes.
• “Cuéntenle a su compañero cuántos cubos encajables hay” // “Tell your partner how many connecting cubes there are.” (There are 6 connecting cubes.)
• Rearrange the connecting cubes on the 5-frame, putting each cube in a square and one cube under the 5-frame, as pictured:
• “¿Cómo puedo saber cuántos cubos encajables hay?” // “How can I figure out how many connecting cubes there are?” (There are still 6, you just moved them around. You can count them.)
• Invite a student to explain how they know that there are still 6 connecting cubes without counting them again.
• If needed, invite a student to count the connecting cubes.
• “Todavía hay 6 cubos encajables. Los movimos, pero aún hay el mismo número de cubos encajables” // “There are still 6 connecting cubes. We moved them around, but there are still the same number of connecting cubes.”

## Activity 2: Conozcamos “Revuelve y saca: Cuenta” (10 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the Shake and Spill center. Students shake and spill 6–10 counters. Because the counters will be scattered when they are spilled, students will likely rearrange the counters to make them easier to count. Both partners count the counters, which allows them to confirm that they have counted accurately. As students shake and spill the same number of counters multiple times, they notice that the number stays the same each time. After multiple rounds, students may not need to recount the counters to state how many there are. When students notice a pattern or repetitive action in computation, they look for and express regularity in repeated reasoning (MP8).

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase game directions in their own words. Be sure unused counters are removed from the area so there is no confusion when counting counters after the “spill.”
Supports accessibility for: Memory, Organization

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 2 needs 10 two-color counters and 1 cup.

### Launch

• Groups of 2
• Give each group 1 cup and 10 two-color counters. Give students access to 5-frames.
• “Vamos a conocer un nuevo centro que se llama 'Revuelve y saca'. Juguemos una ronda juntos” // “We are going to learn a new center called Shake and Spill. Let's play a round together.”
• “Escojan quién va primero. Empiecen con todas las fichas en el vaso. Revuelvan el vaso y dejen caer las fichas sobre la mesa” // “Choose who will go first and start with all of the counters in the cup. Shake the cup and spill the counters on the table.”
• 30 seconds: partner work time
• “Por turnos, descifren cuántas fichas hay. Cuando sepan cuántas fichas hay, cuéntenle a su compañero y miren si los dos están de acuerdo” // “Take turns figuring out how many counters there are. When you know how many counters there are, tell your partner and see if you both agree.”
• 1 minute: partner work time
• “Pongan las fichas otra vez en el vaso, revuélvanlas y déjenlas caer otra vez. Por turnos, descifren cuántas fichas hay y cuéntenle a su compañero” // “Put the counters back into the cup, shake them and spill them again. Take turns figuring out how many counters there are and share with your partner.”
• 1 minute: partner work time
• “Ahora, pueden jugar por turnos con su compañero. Saquen algunas fichas del vaso y pónganlas aparte para que esta vez usen un número diferente de fichas. Recuerden dejar caer las fichas, descifrar cuántas hay, dejar caer las fichas otra vez y descifrar cuántas hay” // “Now you can take turns playing with your partner. Take some of the counters out of the cup and put them away so that you are using a different number of counters this time. Remember to spill the counters, figure out how many there are, spill the counters again, and figure out how many there are.”

### Activity

• 5 minutes: partner work time

### Student Response

If students count some counters more than one time or do not count some counters, consider asking:

• “¿Qué fichas ya habías contado? ¿Cómo lo sabes?” // “Which counters have you counted already? How do you know?”
• “¿Cómo puedes saber cuáles fichas ya contaste para que cuentes cada ficha una vez?” // “How can you keep track of the counters that you've counted so that you count each counter one time?”

### Activity Synthesis

• Display 7 counters.
• “Han contó 7 fichas. El compañero de Han puso las mismas fichas de nuevo en el vaso y las revolvió. Las sacó y las contó. ¿Cuántas fichas creen que contó el compañero de Han?” // “Han counted 7 counters. Han’s partner put the same counters back in the cup and shook them up. He spilled them out and counted them. How many counters do you think Han’s partner counted?” (7. They are the same 7 counters even if they look different.)
• If needed, demonstrate or invite a student to place the 7 counters in a cup, spill them, and count them.

## Activity 3: Centros: Momento de escoger (25 minutes)

### Narrative

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

Students choose from any stage of previously introduced centers.

• Shake and Spill
• Math Fingers
• Pattern Blocks
• Picture Books

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Shake and Spill, Stage 1
• Math Fingers, Stage 1
• Pattern Blocks, Stages 1-3
• Picture Books, Stages 1 and 2

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos. Otra opción es seguir jugando 'Revuelve y saca'” // “Today we are going to choose from centers we have already learned. You can also choose to keep playing Shake and Spill.”
• 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.
• 10 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 10 minutes: center work time

### Student Facing

Escoge un centro

Revuelve y saca

Dedos matemáticos

Fichas geométricas

Libros de imágenes

### Activity Synthesis

• “Mientras jugaban 'Revuelve y saca', ¿tú y tu compañero obtuvieron el mismo número cuando cada uno contó las fichas? ¿Por qué sí o por qué no?” // “While you played Shake and Spill, did you and your partner get the same number when you both counted the counters? Why or why not?” (We got the same number. We both counted all of the counters one time.)

## Lesson Synthesis

### Lesson Synthesis

Display 7 objects in a line.

“¿Cuántos objetos hay?” // “How many objects are there?”

Invite a student to count the objects or point to each object as the class counts.

Arrange the same 7 objects on a 5-frame, with the 2 additional objects arranged under the 5-frame, as show in this image:

“¿Cómo podemos saber cuántos objetos hay?” // “How can we figure out how many objects there are?” (There are still 7 because they are the same objects. We can count them.)

Invite a student to count the objects or point to each object as the class counts.

“Todavía hay 7 objetos. Reorganizamos los objetos, pero todavía hay 7” // “There are still 7 objects. We rearranged the objects, but there are still 7.”