Lesson 8
Comparemos emparejando imágenes
Warm-up: Preguntas sobre nosotros: ¿Perros o gatos? (Parte 2) (10 minutes)
Narrative
The purpose of this warm-up is for students to experience a new part of the Questions About Us routine. Students consider concepts of number in a familiar context. This warm-up focuses on cardinality, or knowing that the last number tells us how many, and keeping track of which images have been counted. In the activity, students share methods for counting the images. After counting the group of images as a class or inviting a student to demonstrate how to count the images, ask students, “¿Cuántos estudiantes escogieron gatos?” // “How many students chose cats?” to confirm that students know that the last number tells us how many.
The images included in the Questions About Us Chart blackline master K.2.B are examples of what to display for the Questions About Us warm-ups in Section B. In order to create a display that will be visible to the whole class, print and cut out enough 5-frames so that there is a square for each student in the class. For example, if there are 23 students in the class, cut out four 5-frames and 3 squares out of a fifth 5-frame. Consider laminating the display and using a dry erase marker to write the two choices and record students' responses. If available, the provided images can also be enlarged.
Required Materials
Materials to Copy
- Questions About Us Chart, Spanish
Launch
- Groups of 2
- Display Questions About Us Chart.
- “¿Qué animal les gusta más: perro o gato?” // “Which animal do you like better: dogs or cats?”
- 30 seconds: quiet think time
- Record each student's choice with a circle in a 5-frame.
Activity
- “¿Como podemos descifrar cuántos estudiantes prefieren gatos?” // “How can we figure out how many students like cats better?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- Share responses.
- Demonstrate or invite students to demonstrate counting.
- “¿Cuántos estudiantes prefieren gatos?” // “How many students like cats better?”
- “¿Como podemos descifrar cuántos estudiantes prefieren perros?” // “How can we figure out how many students like dogs better?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- Share responses.
- Demonstrate or invite students to demonstrate counting.
- “¿Cuántos estudiantes prefieren perros?” // “How many students like dogs better?”
Student Response
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Activity Synthesis
- Count how many students chose cats again. After counting 10 dots, pause and ask, “¿Cuántos puntos he contado?” // “How many dots have I counted?” and “¿Qué puntos ya he contado?, ¿qué puntos todavía tengo que contar?” // “Which dots have I already counted? Which dots do I still need to count?”
Activity 1: ¿Hay suficientes? (10 minutes)
Narrative
The purpose of this activity is for students to compare groups of images that are lined up. Students compare which group has more or fewer images.
Advances: Listening, Speaking
Launch
- Groups of 2
- Display the image from the student book:
- “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (There are people and apples. There are 6 people. How many apples are there? Are there enough apples for each person to get one?)
- “¿Alguna vez han ayudado a poner la mesa para una comida o han ayudado a servir una merienda? ¿Qué hicieron?” // “Have you ever helped to set the table for a meal or pass out a snack? What did you do?”
Activity
- “¿Hay suficientes sillas para cada persona? ¿Cómo lo saben?” // “Are there enough chairs for each person? How do you know?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- “¿Hay más sillas o personas? ¿Cómo lo saben?” // “Are there more chairs or people? How do you know?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- “Hay más personas que sillas” // “There are more people than chairs.”
- “¿Cuántas personas hay? ¿Cuántas sillas hay?” // “How many people are there? How many chairs are there?”
- 1 minute: independent work time
- Share responses.
- “5 personas es más que 4 sillas” // “5 people is more than 4 chairs.”
- Repeat the steps with each group of images. Switch between asking students “¿Hay más _____ o _____?” // “Are there more _____ or _____?” and “¿Hay menos _____ o _____?” // “Are there fewer _____ or _____?”
Student Facing
Student Response
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Activity 2: Comparemos imágenes que no están emparejadas (10 minutes)
Narrative
The purpose of this activity is for students to compare groups of images. The images are organized in lines, but the objects are not directly matched, which requires students to match or count the images to compare. Students are asked “Are there enough?” before they compare to encourage them to think about matching the images. In the activity synthesis, drawing lines to match the images is highlighted. Matching the images helps students relate the comparisons to the situation they just worked with where the images were already matched (MP7).
Supports accessibility for: Conceptual Processing, Organization
Launch
- Groups of 2
- Display the student page.
- “¿En qué son diferentes estas imágenes a las que vimos en la primera actividad?” // “How are these pictures different from the ones we worked with in the first activity?” (There are different pictures. The pictures aren’t matched up.)
Activity
- “¿Hay suficientes cartones de leche para cada estudiante? ¿Cómo lo saben?” // “Are there enough cartons of milk for each student? How do you know?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- “¿Hay más estudiantes o cartones de leche? ¿Cómo lo saben?” // “Are there more students or cartons of milk? How do you know?”
- 30 seconds: independent work time
- 30 seconds: partner discussion
- “Hay más cartones de leche que estudiantes” // “There are more cartons of milk than students.”
- “¿Cuántos estudiantes hay? ¿Cuántos cartones de leche hay?” // “How many students are there? How many cartons of milk are there?”
- 1 minute: independent work time
- “8 cartones de leche es más que 7 estudiantes” // “8 cartons of milk is more than 7 students.”
- Repeat the steps with each group of images. Switch between asking students “¿Hay más _____ o _____?” // “Are there more _____ or _____?” and “¿Hay menos _____ o _____?” // “Are there fewer _____ or _____?”
- Monitor for students who draw lines to match each image.
Student Facing
Student Response
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Activity Synthesis
- Invite a previously identified student to share how they drew lines to match.
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.
- Math Stories
- Connecting Cubes
- Number Race
Required Materials
Materials to Gather
Required Preparation
- Gather materials from:
- Math Stories, Stage 1
- Connecting Cubes, Stages 1-3
- 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.
- 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.
Historias matemáticas
Cubos encajables
Activity Synthesis
- “Si yo levanto 5 dedos, ¿cuántos dedos deben levantar ustedes para mostrar menos dedos?” // “If I hold up 5 fingers, how many fingers would you need to hold up to show fewer fingers?”
Lesson Synthesis
Lesson Synthesis
Display sample student work from problem 4 in the second activity or display this image:
“Cuéntenle a su compañero sobre las naranjas y los platos usando 'más'” // “Tell your partner about the oranges and plates using ‘more.’” (There are more oranges than plates.)
“Cuéntenle a su compañero sobre las naranjas y los platos usando 'menos'” // “Tell your partner about the oranges and plates using ‘fewer.’” (There are fewer plates than oranges.)
Cool-down: Unidad 2, punto de chequeo de la sección B (0 minutes)
Cool-Down
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