# Lesson 1

Contemos 2 grupos de objetos

## Warm-up: Cuál es diferente: Grupos (10 minutes)

### Narrative

This warm-up prompts students to carefully analyze and compare different arrangements of objects. Students notice that the whole group of objects is composed of smaller parts in different ways.

### Launch

• Groups of 2
• Display image.
• “Escojan uno que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

### Activity

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 2-3 minutes: partner discussion
• Share and record responses.

### Student Facing

¿Cuál es diferente?

### Student Response

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### Activity Synthesis

• Display the image with four red connecting cubes and two yellow connecting cubes.
• “¿Cuáles son los dos grupos que ven?” // “What are the two groups that you see?” (4 red cubes and 2 yellow cubes)
• Repeat these steps with each image.

## Activity 1: Juntemos fichas geométricas (10 minutes)

### Narrative

The purpose of this activity is for students to find the total number of pattern blocks in their bag. Students may notice that their pattern blocks are made up of 2 groups, triangles and squares. Each bag of pattern blocks can have a different total number of objects and a different number of triangles and squares. In the synthesis, students share how they found the total number or pattern blocks.

MLR8 Discussion Supports. Synthesis: Use multimodal examples to show the meaning of addition. Use hand gestures or pattern blocks with the verbal descriptions “juntar” // “put together” and “sumar” // “add.” Advances: Listening, Representing

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 2 needs a bag of up to 10 pattern blocks with a mix of squares and triangles.

### Launch

• Groups of 2
• Give each group a bag of pattern blocks.
• “Con su compañero, descubran cuántas fichas geométricas tienen” // “Work with your partner to figure out how many pattern blocks you have.”

### Activity

• 2 minutes: partner work time
• “La frase dice, ‘Tengo  _____ fichas geométricas.’ Ahora, escriban un número sobre la línea para mostrar cuántas tienen” // “The sentence says, ‘I have _____ pattern blocks.’ Now write a number on the line to show how many you have.”
• 1 minute: independent work time
• “Trabajen con otra pareja. Muéstrenles cómo descubrieron cuántas fichas geométricas tienen” // “Pair up with another group. Show them how you figured out how many pattern blocks you have.”
• 4 minutes: small-group work time
• Monitor for a group that counts the 2 groups (3 triangles and 5 squares) as well as all of the pattern blocks (8 pattern blocks). Monitor for another group that only counts all of the pattern blocks.

### Student Facing

¿Cuántas fichas geométricas tienes?

Tengo

fichas geométricas.

### Student Response

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### Advancing Student Thinking

If students count each object more than once or do not count some of the objects, consider asking:

• “¿Puedes mostrarme cómo contaste las fichas geométricas? ¿Cómo sabes que contaste todas las fichas geométricas?” // “Can you show me how you counted the pattern blocks? How do you know that you’ve counted all of the pattern blocks?”
• “¿Cómo te puede ayudar el tablero de conteo (o el tablero de 5) a saber cuáles fichas numéricas ya contaste?” // “How could the counting mat (or 5-frame) help you keep track of which pattern blocks you’ve counted?”

### Activity Synthesis

• Invite previously identified students to share how they counted their pattern blocks.
• “¿En qué se parecen y en qué son diferentes las maneras en las que los grupos contaron las fichas geométricas?” // “What is the same and what is different about how each group counted the pattern blocks?” (They both counted all of the blocks. One group counted all of the pattern blocks together and the other group counted the squares first and then the triangles.)
• “Cuando juntamos, o sumamos, el número de cuadrados y el número de triángulos, podemos descubrir cuántas figuras tenemos en total” // “When we put together, or add, the number of squares and the number of triangles, we can figure out how many shapes we have altogether.”

## Activity 2: Juntemos cubos encajables (10 minutes)

### Narrative

The purpose of this activity is for students to find the total number of cubes they have when they add their cubes and their partner’s cubes. In the synthesis students discuss how although someone might count each group separately, that is not enough to determine how many cubes there are altogether. After counting each group, you need to put them together and count all of the cubes to find the total.

Action and Expression: Internalize Executive Functions. Invite students to verbalize their strategy for counting their connecting cubes before they begin. If time allows, students can share with their partner before they begin to implement their strategy. Give students access to 5-frames and a counting mat to help them count their connecting cubes.
Supports accessibility for: Organization, Conceptual Processing, Language

### Required Materials

Materials to Gather

### Required Preparation

• Each student needs a tower with up to 5 connecting cubes.

### Launch

• Groups of 2
• Give each student a cube tower.
• “Ustedes tienen algunos cubos y su compañero tiene algunos cubos. Juntos, descubran cuántos cubos tienen en total” // “You have some cubes and your partner has some cubes. Work together to figure out how many cubes you and your partner have altogether.”

### Activity

• 2 minutes: partner work time
• Monitor for a group that puts the 2 groups of cubes together and counts all of them to share. Monitor for another group that counts each tower first before putting them together and counting all of the cubes.
• “La frase dice ‘Tenemos _____ cubos’. Ahora, escriban un número para mostrar cuántos cubos tienen su compañero y ustedes en total” // “The sentence says, ‘We have _____ cubes.’ Now write a number to show how many cubes you and your partner have altogether.”
• 30 seconds: independent work time
• Invite previously selected groups to share how they found the total number of cubes.
• “Ambas parejas sumaron los 2 grupos de cubos para descubrir cuántos cubos tenían en total” // “Both groups added the 2 groups of cubes to figure out how many cubes they had altogether.”
• “Ahora, hagamos esto una vez más. Intercambien cubos con otra pareja que esté cerca de ustedes. Descubran cuántos cubos tienen ahora ustedes y su compañero. Escriban un número para mostrar cuántos cubos tienen en total” // “Now let’s do this one more time. Switch cubes with another group near you. Find out how many cubes you and your partner have now. Write a number to show how many cubes you and your partner have altogether.”
• 2 minutes: partner work time

### Student Facing

¿Cuántos cubos tienen tu compañero y tú juntos?

Tenemos

cubos.

Tenemos

cubos.

### Student Response

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### Activity Synthesis

• Display a tower of 4 cubes and a tower of 3 cubes.
• “Esta pareja quiere encontrar cuántos cubos hay en total. Primero, ellos contaron y descubrieron que hay 4 cubos en esta torre y 3 cubos en la otra torre. ¿Qué deben hacer ellos para descubrir cuántos cubos tienen en total?” // “This group wants to find how many cubes there are altogether. First they counted and found out there are 4 cubes in this tower and 3 cubes in the other tower. What should they do to figure out how many cubes they have altogether?” (They should put their cubes together and count all of them).
• “¿Cuántos cubos hay en total?” // “How many cubes are there altogether?” (7)
• “Una torre tenía 4 cubos y la otra tenía 3 cubos. Podemos escribir eso como ‘4 y 3’. Cuando sumamos los cubos, obtenemos un total de 7 cubos, 4 y 3 es 7” // “One tower had 4 cubes and the other had 3 cubes. We can write that as ’4 and 3.’ When we add the cubes together, we get a total of 7 cubes. 4 and 3 is 7.”

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

### Narrative

The purpose of this activity is for students to choose from activities that offer practice composing, decomposing, and comparing numbers.

Students choose from any stage of previously introduced centers.

• Math Libs
• Match Mine

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Math Libs
• Match Mine

### 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.

Mi mate-libreta

Haz una como la mía

### Activity Synthesis

• Display a shape made with 7 pattern blocks, some triangles and some squares.
• “Priya estaba jugando ‘Haz una como la mía’ e hizo esta figura con sus fichas geométricas. ¿Qué observan? ¿Qué se preguntan?” // “Priya was playing Match Mine and made this shape with her pattern blocks. What do you notice? What do you wonder?”
• If needed, ask “¿Cuántas fichas geométricas usó Priya?” // “How many pattern blocks did Priya use?”

## Lesson Synthesis

### Lesson Synthesis

Display a shape made with 7 pattern blocks, some hexagons and some squares.

“Hoy contamos 2 grupos para descubrir cuántos objetos teníamos en total. Mai dice que necesitamos contar los hexágonos primero y luego contar los cuadrados. ¿Qué piensan ustedes?” // “Today we counted 2 groups to figure out how many objects we had altogether. Mai says we need to count the hexagons first and then count the squares. What do you think?”

## Cool-down: Unidad 4, punto de chequeo de la sección A (0 minutes)

### Cool-Down

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