# Lesson 3

Contemos 2 grupos de dibujos que están en desorden

## Warm-up: Conteo grupal: Contemos hasta 40 (10 minutes)

### Narrative

The purpose of this warm-up is for students to extend the verbal count sequence to 40. It builds on previous experiences with counting to 30. This is an opportunity to see if students are able to say the number sequence in order. Students also see the numbers written as they say each number.

### Launch

• Groups of 2
• “Contemos hasta 40” // “Let’s count to 40.”

### Activity

• Count to 40 together.
• Record as students count.
• Count to 40 1–2 times. Point to the numbers as students count.

### Activity Synthesis

• “Cuenten con su compañero. Tomen turnos para decir el siguiente número. Cuenten hasta donde puedan” // “Count with your partner. Take turns saying the next number. Count as high as you can.”
• “¿Hasta que número contaron?” // “What number did you count to?”

## Activity 1: Contemos dibujos en orden y en desorden (10 minutes)

### Narrative

The purpose of this activity is for students to count to find the total number of images in 2 groups. In each problem, one group of images is organized and the other group is scattered. In the synthesis, students discuss how they kept track of the images they counted and continue to hear the language, “___ y ___ es ___” // "___ and ___ is ___."

### Launch

• Groups of 2
• “Encuentren el número total de balones que se ven en cada problema. Luego, escriban el número” // “Find the total number of balls shown for each problem. Then write the number.”

### Activity

• 5 minutes: partner work time
• Monitor for students who cross off the images they have counted.

1.

Hay

balones.

2.

Hay

balones.

3.

Hay

balones.

4.

Hay

balones.

### Activity Synthesis

• Invite previously selected students to share how they found the total number of balls for the problem with 3 soccer balls and 6 footballs.
• “¿Cómo sabe _____ que contó todos los balones?” // “How does _____ know that they counted all the balls?” (She crossed them off as she counted them and they are all crossed off.)
• “Hay 9 balones. ¿Cuántos balones de fútbol hay? ¿Cuántos balones de fútbol americano hay?” // “There are 9 balls. How many soccer balls are there? How many footballs are there?”
• “3 balones de fútbol y 6 balones de fútbol americano es 9 balones. Podemos decir ‘3 y 6 es 9’” // “3 soccer balls and 6 footballs is 9 balls. We can say ‘3 and 6 is 9.’”
• Write “3 y 6 es 9” // “3 and 6 is 9.”

## Activity 2: Contemos dibujos que están en desorden (10 minutes)

### Narrative

The purpose of this activity is for students to count to find the total number of images in 2 groups. In this activity, both groups of images are scattered. In the synthesis, students discuss different ways the images could be counted in order to find the total. When students count scattered images they need to be strategic and count in an organized way to make sure that they count each image once and only once (MP6).

MLR8 Discussion Supports. Synthesis: To amplify student language as they compare, contrast, and connect the groups of objects, encourage students to point to the relevant parts of the displays as they speak.
Representation: Internalize Comprehension. Some students may benefit from recalling the strategy they used in the previous activity by crossing off each image as they counted them. Begin by asking students to recall what strategy was used in the previous activity to keep track of the images they counted.
Supports accessibility for: Memory, Organization, Conceptual Processing

### Launch

• Groups of 2
• “Ahora van a encontrar el número total de círculos. Esta vez ambos grupos están en desorden. Recuerden usar una estrategia para saber qué círculos ya contaron. Una manera de saber si ya los contaron es tachar cada uno a medida que los cuentan” // “Now you are going to find the total number of circles. This time both groups are scattered. Remember to keep track of the circles you have counted. One way to keep track is to cross out each one as you count it.”

### Activity

• 5 minutes: partner work time
• Monitor for students who count the scattered images in different orders but find the same total. For example, students might count all of the black circles first, or they might count across the black and white circles in a way that makes sense to them for keeping track of what they have counted.

1.

Hay

círculos.

2.

Hay

círculos.

3.

Hay

círculos.

4.

Hay

círculos.

### Advancing Student Thinking

If students count each image more than one time or do not count some of the images, consider asking:

• “¿Puedes mostrarme cómo contaste los círculos?” // “Can you show me how you counted the circles?” As students count, ask “¿Cuáles círculos ya contaste? ¿Cuáles círculos te falta contar?” // “Which circles have you counted? Which circles do you still need to count?”
• “¿Qué puedes hacer que te ayude a recordar cuáles círculos ya contaste?” // “What could you do to help you remember which circles you have counted already?” If needed, ask “¿Cómo te puede ayudar tachar los círculos a asegurarte de que los cuentas todos?” // “How could crossing out the circles help you make sure you count all of the circles?”

### Activity Synthesis

• Display the image of 3 black circles and 5 white circles.
• Invite previously identified students to share how they counted to find the total number of circles.
• “Algunos de nosotros contamos primero los círculos negros. Otros contamos los círculos negros y blancos al tiempo. Todos encontramos el mismo total” // “Some of us counted all of the black circles first. Some of us counted the black and white circles together. We all found the same total.”

## Activity 3: Centros: Momento de escoger (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice writing numbers, counting to find the total of 2 groups, and describing and building with shapes.

Students choose from any stage of previously introduced centers.

• Roll and Add
• Math Libs
• Match Mine

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Roll and Add, Stage 1
• Math Libs, Stage 1
• Match Mine, 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.

Lanza y suma

Mi mate-libreta

Haz una como la mía

### Activity Synthesis

• “¿En qué cosa mejoraron al trabajar en los centros hoy?” // “What is one thing that you got better at during centers today?”

## Lesson Synthesis

### Lesson Synthesis

Draw 7 circles in a row. Draw 7 scattered circles.

“¿Cuál grupo de círculos sería más fácil de contar? ¿Por qué piensan eso?” // “Which group of circles would be easier to count? Why do you think that?”

“Mientras cuentas el grupo de círculos que está en desorden, ¿qué puedes hacer para saber qué círculos ya has contado?” // “What could we do to keep track as we count the group of scattered circles?” (We could cross off each thing as we count it.)