Lesson 6

Usemos más, menos o el mismo número para describir grupos

Warm-up: Cuántos ves: Dedos del 1 al 10 (10 minutes)

Narrative

The purpose of this How Many Do You See is for students to recognize quantities represented with fingers without having to count. In this warm-up, students see numbers represented by the teacher. Students may show the number with their fingers before answering, “How many do you see?” if it is helpful. At this point, some students may recognize numbers 1–10 represented with fingers and some may still need to count.

Launch

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // How many do you see? How do you see them?”
• Display 4 fingers.

Activity

• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 30 seconds: partner discussion
• Share responses.
• Repeat with 8 fingers and 10 fingers.

Activity Synthesis

• “Muestren 8 dedos” // “Show 8 fingers.”
• “Ahora muestren más de 8 dedos” // “Now show more than 8 fingers.”
• “¿Cuántos dedos están mostrando ahora?” // “How many fingers are you showing now?” (9, 10)
• “Muestren 8 dedos otra vez” // “Show 8 fingers again.”
• “Ahora muestren menos de 8 dedos” // “Now show fewer than 8 fingers.”
• “¿Cuántos dedos están mostrando ahora?” // “How many fingers are you showing now?” (1, 2, 3, 4, 5, 6, or 7)

Activity 1: Emparejar bolsas con afirmaciones de comparación (10 minutes)

Narrative

The purpose of this activity is for students to consider different comparison statements and find the group of objects that matches each statement. This activity gives students more experience with comparison language that they will be asked to produce in the next activity.
Other red and blue materials, such as pattern blocks, can be used if needed to create all the bags.

Required Materials

Materials to Gather

Required Preparation

• Each group needs three bags of 10 or fewer cubes:
• Bag 1: fewer red cubes than blue cubes
• Bag 2: more red cubes than blue cubes
• Bag 3: the same number of red and blue cubes

Launch

• Groups of 3
• Give each group 3 bags of cubes.
• “Voy a leer una afirmación sobre los cubos. Su tarea es encontrar la bolsa de cubos que corresponde a la afirmación” // “I am going to read a statement to you about the cubes. Your job is to find the bag of cubes that matches the statement.”
• ”En esta bolsa hay más cubos rojos que cubos azules” // “In this bag, there are more red cubes than blue cubes.”

Activity

• 1 minute: small-group work time
• Share response.
• “¿Cómo supieron que esa bolsa correspondía a la afirmación?” // “How did you know that bag matched the statement?” (We lined up the red cubes and the blue cubes and saw more red. We counted the red cubes and the blue cubes.)
• “Digamos todos, ‘Hay más cubos rojos que cubos azules’” // “Let’s all say, ‘There are more red cubes than blue cubes.’”
• Repeat for the next 2 statements:
• “Hay menos cubos rojos que cubos azules” // “There are fewer red cubes than blue cubes.”
• “Hay el mismo número de cubos rojos que de cubos azules” // “There are the same number of red cubes and blue cubes.”

Activity Synthesis

• Display 4 red cubes and 5 blue cubes.
• “Terminen esta oración. Hay más cubos ___ que cubos  ___” //  “Finish this sentence. There are more ___ cubes than ___ cubes.”

Activity 2: Caminemos y comparemos torres de cubos (15 minutes)

Narrative

The purpose of this activity is for students to have multiple opportunities to compare groups of objects and describe their comparisons using the language “more,” “fewer,” and “the same number.” In making comparisons, students have a reason to use language precisely (MP6). When students compare the number of cubes in the towers, they may need to work at a surface so that they can line up and match the cubes in each tower. This activity can also be adapted to happen at tables or desks, with students moving seats to switch partners.

MLR8 Discussion Supports. To provide all students with opportunities to practice, invite students to chorally repeat phrases that include “more,” “fewer,” and “the same number,” in unison multiple times.
Action and Expression: Internalize Executive Functions. Check for understanding by inviting 1–2 students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

Required Materials

Materials to Gather

Launch

• “Tomen un puñado de cubos y armen una torre” // “Take a handful of cubes and put them together into a tower.”
• “Van a caminar alrededor del salón con su torre de cubos. Cuando escuchen la señal, busquen una pareja” // “You are going to walk around the room with your cube tower. When you hear the signal, find a partner.”
• “Descubran de quién es la torre que tiene más cubos y de quién es la torre que tiene menos cubos. Usen afirmaciones como 'Tú tienes más cubos que yo', 'Yo tengo menos cubos que tú' o 'Tenemos el mismo número de cubos'” // '“Figure out whose tower has more cubes and whose tower has fewer cubes. Use statements like ‘You have more cubes than I do.‘, ‘I have fewer cubes than you.‘, or ‘We have the same number of cubes.‘”
• “Cuando dé la señal, busquen una nueva pareja y descubran de quién es la torre que tiene más cubos y de quién la torre que tiene menos cubos” // “When I give the signal, find a new partner and figure out whose tower has more cubes and whose tower has fewer cubes.”

Activity

• 10 minutes: whole-class work time
• Give the signal to find a new partner at least 3 times.

Activity Synthesis

• Invite two students to come to the front of the room with their cube towers.
• “¿Cómo podemos usar 'más, 'menos' y 'el mismo número' para hablar de estas torres?” // “How can we use ‘more,’ ‘fewer,’ or ‘the same number’ to talk about these towers?”

Activity 3: Centros: Momento de escoger (20 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.

• Less, Same, More
• Number Race
• Shake and Spill
• Math Fingers
• Pattern Blocks
• Picture Books

Required Materials

Materials to Gather

Required Preparation

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

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 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

Revuelve y saca

Carrera con números

Dedos matemáticos

Fichas geométricas

Libros de imágenes

Activity Synthesis

• "¿Por qué es importante guardar de manera ordenada los materiales de nuestros centros?” // “Why is it important to put our center materials away neatly?” (So we will know where everything is next time we work in these centers.)

Lesson Synthesis

Lesson Synthesis

“Hoy usamos 'más', 'menos' y 'el mismo número' para describir y comparar el número de objetos en grupos diferentes” // “Today we used ‘more,’ ‘fewer,’ and ‘the same number’ to describe and compare the number of objects in different groups.”

Call some students up to the front of the room in order to make a group of 6 students and another group of 9 students.

“¿Como podemos usar 'más', 'menos' o 'el mismo número' para describir el número de estudiantes en estos grupos?” // “How can we use ‘more,’ ‘fewer,’ or ‘the same number’ to describe the number of students in these groups?”