# Lesson 4

Sumemos con objetos

## Warm-up: Preguntas sobre nosotros: ¿Ave o pez? (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 chart to determine how many students made each choice (MP7). In this warm-up, students count two groups to find the total. Students have an opportunity to hear and practice the count sequence.

### 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 the Questions About Us chart.
• “¿Qué preferirían ser, un ave o un pez?” // “Would you rather be a bird or a fish?”
• 30 seconds: quiet think time
• Record each student’s choice with a circle in a 5-frame.

### Activity

• “¿Cuántos estudiantes preferirían ser un ave? ¿Cómo lo saben?” // “How many students would rather be a bird? How do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes preferirían ser un pez? ¿Cómo lo saben?” // “How many students would rather be a fish? How do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.

### Activity Synthesis

• “¿Cómo podemos descubrir cuántos estudiantes escogieron ave o pez?” // “How can we find out how many students chose bird or fish?” (We can count both groups together. We can count all the circles.)
• Count each circle together.
• “¿Cuántos estudiantes escogieron ave o pez?” // “How many students chose bird or fish?”

## Activity 1: Agreguemos fichas (10 minutes)

### Narrative

The purpose of this activity is for students to represent the action of addition with counters. Students begin with 1 group of counters and add more counters. Students count to find the total number of counters after more were added.

Representation: Develop Language and Symbols. Students may benefit from using different colors to represent the counters they started with and the counters they added on to the 5-frame. Make connections between the counters that represent the amount they started with and the different colored counters that represent the amount they added on to the 5-frame.
Supports accessibility for: Organization, Visual-Spatial Processing

### Required Materials

Materials to Gather

### Launch

• Give each student at least 10 counters and access to 5-frames.
• “Cuenten y separen 3 fichas. Si les ayuda, pueden usar un tablero de 5” // “Count out 3 counters. You can use a 5-frame if it is helpful.”
• 30 seconds: independent work time
• “Ahora agreguen 4 fichas más” // “Now add 4 more counters.”
• 30 seconds: independent work time
• “¿Cuántas fichas hay en total?” // “How many counters are there altogether?”
• Write “Hay 7 fichas en total” // “There are 7 counters altogether.”
• “Esta frase ahora dice ‘Hay 7 fichas en total’” // “This sentence now says ‘There are 7 counters altogether.’”
• “Vamos a seguir trabajando en problemas en los que agregamos fichas al grupo con el que comenzamos. Sumemos y encontremos el número total de fichas” // “We are going to continue to work on problems where we add more counters to the group we started with. Let’s add and find the total number of counters.”

### Activity

• Read each prompt to students. Pause between each line to give students time to count out and add the counters and write the total on the line.
• “¿Dónde están las fichas con las que comenzaron? ¿Dónde están las fichas que agregaron?” // “Where are the counters you started with? Where are the counters you added?”
• “¿Cómo encontraron el número total de fichas?” // “How did you find out the total number of counters?”
• 5 minutes: whole-group work time

### Student Facing

1. Cuenta y separa 2 fichas.
Agrega 2 fichas más.

Hay

fichas en total.

2. Cuenta y separa 5 fichas.
Agrega 3 fichas más.

Hay

fichas en total.

3. Cuenta y separa 2 fichas.
Agrega 4 fichas más.

Hay

fichas en total.

4. Cuenta y separa 6 fichas.
Agrega 3 fichas más.

Hay

fichas en total.

### Activity Synthesis

• Display 3 counters.
• “Tengo 3 fichas. Voy a agregar 4 fichas más al grupo” // “I have 3 counters. I am going to add 4 more counters to the group.”
• “3 fichas y 4 fichas es 7 fichas” // “3 counters and 4 counters is 7 counters.”

## Activity 2: Conozcamos “Tableros de 5: Suma” (10 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the ‘Tableros de 5’ // 5-Frames center. Students begin with 5 counters on a 5-frame and add more to this group. Then they find the total number of counters. The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use in future activities and lessons.

MLR8 Discussion Supports. Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class. Before asking, “¿Cuántas fichas tiene Diego en total?” // “How many counters does Diego have altogether?” invite students to rehearse with a partner.

### Required Materials

Materials to Gather

Materials to Copy

• Number Mat 1–5

### Required Preparation

• Each group of 2 needs 1 connecting cube.

### Launch

• Groups of 2
• Give each group 1 connecting cube, 10 counters, and a number mat.
• “Vamos a conocer un centro nuevo llamado ‘Tableros de 5’” // “We are going to learn a new center called 5-frames.”
• Display a 5-frame filled with 5 counters.
• “En cada ronda de este juego, van a empezar por llenar el tablero de 5 que está en la parte de arriba de su hoja de registro. Luego, van a lanzar el cubo sobre el tablero de números, para ver cuántas fichas agregarán. Uno de ustedes lanza el cubo y el otro agrega las fichas” // “For each round in this game, you will begin by filling the 5-frame at the top of your recording sheet. Then you will roll the cube onto the number mat to see how many counters you will add. One partner rolls the cube and the other adds the counters.”
• Invite a student to be your partner and roll the cube onto the number mat.
• “Mi compañero lanzó un cubo y obtuvo 4, entonces voy a agregar 4 fichas más” // “My partner rolled a 4 so I am going to add 4 more counters.”
• Demonstrate adding counters under the 5-frame, with each additional counter lined up with the counters above.
• “Cuando hayan agregado las fichas, descubran el número total de fichas y escriban el número en la hoja de registro” // “Once you have added the counters, figure out the total number of counters and write the number on the recording sheet.”
• Demonstrate counting to find the total and write the number 9 on the recording sheet.
• “Ahora van a jugar con su compañero. Por turnos, lancen el cubo y agreguen las fichas” // “Now you will play with your partner. Take turns rolling the cube and adding the counters.”

### Activity

• 5 minutes: partner work time

### Activity Synthesis

• Display a full 5-frame and 5 more counters.
• “¿Qué número obtuvo Diego al lanzar el cubo? ¿Cuántas fichas le agregó al tablero de 5?” // “What number did Diego roll? How many counters did he add to the 5-frame?”
• “¿Cuántas fichas tiene Diego en total?” // “How many counters does Diego have altogether?”
• “5 fichas y 5 fichas es 10 fichas. 5 y 5 es 10” // “5 counters and 5 counters is 10 counters. 5 and 5 is 10.”

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

### Narrative

The purpose of this activity is for students to choose from activities that offer practice adding with objects and images, writing numbers, and describing and building with shapes.

Students choose from any stage of previously introduced centers.

• 5-Frames
• Math Libs
• Match Mine

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• 5-Frames, Stage 1
• Roll and Add, Stage 1
• Math Libs, Stage 1
• Match Mine, Stage 1

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos. También pueden seguir jugando ‘Tableros de 5’” // “Today we are going to choose from centers we have already learned. You can also continue playing 5-frames.”
• 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.

Tableros de 5

Lanza y suma

Mi mate-libreta

Haz una como la mía

### Activity Synthesis

• “¿Cómo escogieron los centros en los que iban a participar hoy? ¿Van a escoger otros centros la próxima vez? ¿Por qué sí o por qué no?” // “How did you choose which centers to participate in today? Will you choose different centers next time? Why or why not?”

## Lesson Synthesis

### Lesson Synthesis

Display a 5-frame with 5 counters.

“Hoy usamos fichas para sumar. Tengo 5 fichas en mi tablero de 5 y necesito agregar 3 más. Díganle a su compañero qué significa eso. ¿Qué tengo que hacer?” // “Today we used counters to add. I have 5 counters in my 5-frame and I need to add 3 more. Tell your partner what that means. What do I need to do?” (It means to put 3 more counters with the group of 5.)