# Lesson 2

Contemos dos grupos de imágenes

## Warm-up: Preguntas sobre nosotros: ¿Invierno o verano? (10 minutes)

### Narrative

The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students may use the structure of the 5-frames on the chart to determine how many students made each choice (MP7). Students have an opportunity to hear and practice the count sequence. Adjust the context to better reflect students' interests and experiences as needed.

### Required Materials

Materials to Copy

• Questions About Us Chart 5-Frame Template

### Required Preparation

• Cut out enough 5-frames to make a chart with a space for each student to answer the survey question.

### Launch

• Groups of 2
• Display Questions About Us chart.
• “¿Cuál estación les gusta más: invierno o verano?” // “Which season do you like better: winter or summer?”
• 30 seconds: quiet think time
• Record each student’s choice with a circle in a 5-frame.

### Activity

• “¿Cómo podemos descubrir a cuántos estudiantes les gusta más el invierno?” // “How can we figure out how many students like winter better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿A cuántos estudiantes les gusta más el invierno?” // “How many students like winter better?”
• If needed, ask, “¿Cómo podemos descubrir a cuántos estudiantes les gusta más el verano?” // “How can we figure out how many students like summer better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿A cuántos estudiantes les gusta más el verano?” // “How many students like summer better?”

### Activity Synthesis

• “¿Cómo nos pueden ayudar los tableros de 5 a saber a cuántas personas les gusta el verano?” // “How can the 5-frames help us figure out how many people like summer?”

## Activity 1: Juntemos puntos en tableros de 5 (10 minutes)

### Narrative

The purpose of this activity is for students to find the total number of dots on two 5-frame cards. Students may use the structure of the 5-frame to help them find the total number of dots. For example, if there is a 5-frame with 4 dots and a 5-frame with 1 dot, students may notice that if you move the 1 dot to the 5-frame with the 4 dots, the 5-frame would be full. Although using the structure may help some students, many students will count all the dots on both cards to determine the total number of dots. Both strategies demonstrate an understanding of adding two groups together to find the total number of dots.

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the questions, “¿Cuántos puntos hay en total?” // “How many dots are there altogether?” and “¿Cómo lo saben?” // “How do you know?” This gives both students an opportunity to produce language.

### Required Materials

Materials to Copy

• Dots on 5-Frame Cards (0-5)

### Required Preparation

• Cut out a set of cards for each student.

### Launch

• Groups of 2
• Give each student a set of cards.
• Display a 5-frame card with 4 dots and a 5-frame card 1 dot.
• “Tengo dos tableros de 5 con algunos puntos en ellos. ¿Cuántos puntos hay en total? ¿Cómo lo saben?” // “I have two 5-frames with some dots in them. How many dots are there altogether? How do you know?” (5 dots. I counted them. I showed 4 and 1 on my fingers and counted them. If I moved the dot to the other 5-frame, it would be full. That means there are 5 dots.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “Tengo 5 puntos en total, entonces voy a escribir 5 sobre la línea. Ahora, mi frase dice ‘Hay 5 puntos’” // “I have 5 dots together, so I’m going to write a 5 on the line. Now my sentence says ‘There are 5 dots’.”

### Activity

• “Es su turno de jugar este juego con su compañero. Cada uno de ustedes volteará una tarjeta de tablero de 5. Luego, descubrirá cuántos puntos tiene en total y escribirá el número sobre la línea” // “It’s your turn to play this game with your partner. Each of you will flip over one 5-frame card. Then, figure out how many dots you have together and write the number on the line.”
• 5 minutes: partner work time

Hay

puntos.

Hay

puntos.

Hay

puntos.

Hay

puntos.

Hay

puntos.

### Activity Synthesis

• Display a 5-frame with 2 dots and a 5-frame with 5 dots.
• “¿Cuántos puntos hay en total?” // “How many dots are there altogether?”
• “Si sumamos los 2 puntos y los 5 puntos, tenemos 7 puntos. 2 y 5 es 7” // “If we add together the 2 dots and 5 dots, we have 7 dots. 2 and 5 is 7.”
• Write “2 y 5 es 7” // “2 and 5 is 7.”
• Invite students to repeat chorally in unison 1–2 times: “2 y 5 es 7” // “2 and 5 is 7.”

## Activity 2: ¿Cuántas manzanas? (10 minutes)

### Narrative

The purpose of this activity is for students to count 2 groups of images to find the total. Students recognize the 2 groups as well as the total when both groups are put together. Students repeat addition language such as, “5 apples and 3 apples is 8 apples” (MP6).

Action and Expression: Develop Expression and Communication. Some students may benefit from using 5-frames to help count the number of green and red apples. Give students access to 5-frames and counters to represent the apples in each problem. Invite students to use the 5-frames to figure out how many apples there are altogether. Supports accessibility for: Organization, Conceptual Processing

### Launch

• Groups of 2
• Display the first problem.
• “¿Cuántas manzanas rojas hay?” // “How many red apples are there?”
• 30 seconds: partner work time
• “¿Cuántas manzanas verdes hay?” // “How many green apples are there?”
• 30 seconds: partner work time
• “¿Cuántas manzanas hay en total?” // “How many apples are there altogether?”
• 30 seconds: partner work time
• “4 manzanas y 3 manzanas es 7 manzanas” // “4 apples and 3 apples is 7 apples.”
• “Mientras continúan trabajando para descubrir cuántas manzanas hay en total, díganle a su compañero cuántas manzanas rojas hay, cuántas manzanas verdes hay y cuántas manzanas hay en total” // “As you continue working to find out how many apples there are altogether, tell your partner how many red apples there are, how many green apples there are, and how many apples there are altogether.”

### Activity

• 5 minutes: partner work time
• Monitor for students using the language “___ apples and ___ apples is __ apples.”

1.

Hay

manzanas.

2.

Hay

manzanas.

3.

Hay

manzanas.

4.

Hay

manzanas.

### Activity Synthesis

• Invite previously selected students to share how many red apples and green apples there are and the total number of apples.
• For each image, have students repeat, “___ manzanas y ___ manzanas es __ manzanas” // “___ apples and ___ apples is __ apples.”

## Activity 3: Conozcamos “Lanza y suma: Puntos” (25 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the Roll and Add center. Students count to find the total number of dots in two groups of images. After they participate in the center, students choose from any stage of previously introduced centers. The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future lessons.

• Math Libs
• Match Mine

### Required Materials

Materials to Gather

Materials to Copy

• Roll and Add Stage 1 Dot Images Mat
• Roll and Add Stage 1 Recording Sheet

### Required Preparation

• Each group of 2 needs 2 connecting cubes.
• Gather materials from
• Math Libs, Stage 1
• Match Mine, Stage 1

### Launch

• Groups of 2
• Give each group a dot image mat and two connecting cubes.
• “Vamos a conocer un centro que se llama ‘Lanza y suma’. Su compañero y ustedes lanzan, cada uno, un cubo sobre el tablero de puntos. Luego, encuentran el número total de puntos de los dos grupos. Cuando estén de acuerdo sobre el número total de puntos, escriban el número en su hoja de registro” // “We are going to learn a center called Roll and Add. You and your partner both roll a cube onto the mat. Then find the total number of dots in both groups. When you and your partner agree on the total number of dots, write the number on your recording sheet.”

### Activity

• 10 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Lanza y suma’” // “Now you can choose another center. You can also continue playing Roll and Add.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice.
• 10 minutes: center work time
• If time, invite students to choose another center.

### Student Facing

¿Cuántos puntos?

Escoge un centro.

Lanza y suma

Mi mate-libreta

Haz una como la mía

### Activity Synthesis

• “¿Qué cosa hicieron muy bien su compañero y ustedes cuando trabajaron en los centros hoy? ¿En qué cosa todavía deben mejorar?” // “What is 1 thing you and your partner did really well during center time today? What is 1 thing you are still working on?”

## Lesson Synthesis

### Lesson Synthesis

Display a 5-frame with 5 dots and another 5-frame with 3 dots.

“5 y 3 es 8. Usando los tableros de 5, ¿cómo puedes ver que 5 y 3 es 8?” // “5 and 3 is 8. Where do you see 5 and 3 is 8 in the 5-frames?” (There are 5 dots in one 5-frame and 3 dots in the other 5-frame. If you count them all, there are 8 dots.)