# Lesson 20

Representemos y comparemos números

## Warm-up: Actuémoslo: Platos y vasos para la cena (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 need to compare quantities and numbers in later activities. In the synthesis, students have the opportunity to practice using the language “more” to compare quantities.

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

Lin y su hermano están poniendo la mesa para la cena.
Lin pone 8 vasos en la mesa.
Su hermano pone 6 platos en la mesa.
¿Quién puso más cosas en la mesa, Lin o su hermano?

### Activity Synthesis

• “¿Quién puso más cosas sobre la mesa, Lin o su hermano? ¿Cómo lo saben?” // “Did Lin or her brother put more things on the table? How do you know?” (Lin put more things on the table. When we acted it out, there were 2 plates that did not have any cups, so there were more plates. 8 is more than 6.)
• “Díganle algo a su compañero sobre 8 y 6 usando ‘más’” // “Tell your partner about 8 and 6 using ‘more.’” (8 is more than 6.)
• “8 platos son más que 6 vasos. 8 es más que 6” // “8 plates is more than 6 cups. 8 is more than 6.”

## Activity 1: Representemos números (10 minutes)

### Narrative

The purpose of this activity is for students to represent a number from 1–10 in different ways. Students write the number, use objects to create groups, and draw groups of images. Students use these representations while they take a gallery walk in the next activity. Students use appropriate tools strategically as they choose which objects to use and how to organize them to represent their number (MP5).

Representation: Internalize Comprehension. Students would benefit from recalling the previous activity where they created a poster. Begin by asking, “¿Alguien recuerda una actividad anterior en la que tenían que hacer un póster?” // “Does anyone remember doing a previous activity where you had to create a poster?” Invite students to share what expectations and strategies they used in the prior activity and determine if any of those are applicable in this activity.
Supports accessibility for: Social-Emotional Functioning

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 2 needs 1 half sheet of chart paper.

### Launch

• Groups of 2
• Give each group a half-sheet of chart paper and access to crayons or colored pencils and connecting cubes or counters.
• “Trabajen con su pareja para escoger un número del 1 al 10 y mostrarlo de muchas maneras” // “Work with your partner to choose a number from 1–10 to show in many different ways.”
• 1 minute: partner discussion
• “Muestren su número de tantas maneras diferentes como puedan” // “Show your number in as many different ways as you can.”

### Activity

• 5 minutes: partner work time

### Activity Synthesis

• “¿De qué maneras diferentes mostraron su número con su pareja?” // “What are some different ways you and your partner showed your number?” (We counted out 5 cubes. We wrote the number 5. We drew groups of 5 images. We showed that it is 1 more than 4 and 1 less than 6.)

## Activity 2: Recorrido por el salón: Distintas representaciones (15 minutes)

### Narrative

The purpose of this activity is for students to look at different representations of numbers 1–10 that their classmates made. Students compare two numbers, using the numbers or any of the representations on the charts. They make comparison statements using the words, "more", “less”, and “the same number.” When students share how they compare their numbers, they use their own mathematical vocabulary and listen to others' thinking (MP6).

MLR7 Compare and Connect. Synthesis: To amplify student language, and illustrate connections, follow along and point to the relevant parts of the displays as students compare the charts.

### Launch

• Groups of 4
• Arrange the charts from the previous activity around the room in groups of 2.
• “Vamos a hacer un recorrido por el salón. Vamos a mirar dos pósteres que nuestros compañeros hicieron para mostrar distintos números. Primero, piensen en grupo sobre cuál es el número que muestra cada póster. Después, comparen los números usando las palabras ‘más’, ‘menos’ y ‘el mismo número’” // “We are going to go on a gallery walk. We will look at two charts showing different numbers that our classmates made. First, talk to your group about what number each chart shows. Then, compare the numbers using the words 'more', 'less', and 'the same number'.”
• “Cuando escuchen la señal, caminen hasta el siguiente grupo de pósteres y repitan lo anterior” // “When you hear the signal, walk to the next group of charts and repeat.”

### Activity

• 10 minutes: small-group work time
• After students have had about 3 minutes discussing their first set of charts, give the signal for them to move on.
• Repeat 3 times.

### Activity Synthesis

• Display 2 charts.
• “¿Qué número muestra cada póster?” // “What number does each chart show?”
• “Comparen los números usando las palabras ‘más’, ‘menos’ y ‘el mismo número’” // “Compare the numbers using the words 'more', 'less', and 'the same number'.”
• Point to one of the charts and ask, “¿Qué número es 1 más que este número? ¿Qué número es 1 menos?” // “What number is 1 more than this number? What number is 1 less?”

## 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” // “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.

Menos, lo mismo, más

Mi mate-libreta

Carrera con números

### Activity Synthesis

• “Piensen en un momento en el que se frustraron mientras trabajaban en los centros. ¿Qué hicieron? ¿Les sirvió?” // “Think of a time when you were frustrated while you were working in centers. What did you do? Was it helpful?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy mostramos números de muchas maneras. También comparamos números” // “Today we showed numbers in many different ways. We also compared numbers.”

“Durante el recorrido por el salón, ¿cómo descubrieron cuál número era más? De las cosas que otros estudiantes incluyeron en los pósteres, ¿cuáles les ayudaron a comparar los números?” // “During the gallery walk, how did you figure out which number was more? What things did other students include on their posters that helped you compare the numbers?”

“Practiquemos cómo contar hasta 20” // “Let’s practice counting to 20.”

Demonstrate counting to 20. Count to 20 as a class 1–2 times.