# Lesson 12

Contemos imágenes (parte 2)

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

### Narrative

This warm-up prompts students to carefully analyze and compare features of four groups of images. The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of each group of images.

### Launch

• Groups of 2
• Display the 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 compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

### Student Facing

¿Cuál es diferente?

### Activity Synthesis

• “Digan algunas maneras diferentes en las que podrían ver un grupo de cosas organizadas” // “What are some different ways you might see a group of things arranged?”
• “Encontremos al menos una razón por la que cada uno es diferente” // “Let’s find at least one reason why each one doesn’t belong.”

## Activity 1: Contemos imágenes que están organizadas [OPTIONAL] (10 minutes)

### Narrative

The purpose of this optional activity is for students to count groups of up to 20 images presented in lines, arrays, and on 10-frames. This activity is optional because it is an opportunity for extra practice keeping track of and accurately counting groups of up to 20 images that not all students may need. Based on formative assessment data and observation from previous lessons, this activity will be helpful for students who count some images more than one time or do not count some images. The purpose of the activity synthesis is to highlight that the order that the images are counted does not affect the number of images.

MLR8 Discussion Supports. Display and read aloud the following sentence frames to support small-group discussion: “¿Cuántos rectángulos hay?” // “How many rectangles are there?” and “Hay _____ rectángulos” // “There are _____ rectangles.” Invite students to chorally repeat these sentences in unison 1–2 times.

### Launch

• Groups of 2
• “Averigüen cuántas figuras hay. Escriban un número para mostrar cuántas figuras hay” // “Figure out how many shapes there are. Write a number to show how many shapes there are.”

### Activity

• 2 minutes: independent work time
• 3 minutes: partner work time
• Monitor for students who count the triangles by:
• counting horizontally (by rows)
• counting vertically (by columns)

### Student Facing

1.

Hay _______________ rectángulos.

2.

Hay _______________ puntos.

3.

Hay _______________ hexágonos.

4.

Hay _______________ puntos.

5.

6.

Hay _______________ triángulos.

### Student Response

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

• “¿Cuántas figuras hay? ¿Cómo sabes que contaste cada figura?” // “How many shapes are there? How do you know that you have counted each shape?”
• “¿Qué puedes hacer para saber cuáles figuras ya contaste?” // “What can you do to keep track of which shapes you have already counted?”

### Activity Synthesis

• Display the image of triangles.
• Invite a student who counted each row to share how they counted.
• Invite a student who counted each column to share how they counted.
• “¿En qué se parecen la manera en la que _____ contó y la manera en la que _____ lo hizo? ¿En qué son diferentes?” // “What was the same about how _____ and _____ counted? What was different?” (They both figured out that there are 16 triangles. They both counted all of the triangles. _____ counted across. _____ counted down.)
• “Podemos empezar a contar en lugares diferentes o hacerlo en un orden diferente, siempre y cuando contemos cada figura 1 vez” // “We can start in different places or count in a different order, as long as we count each shape 1 time.”

## Activity 2: Contemos en círculos (10 minutes)

### Narrative

The purpose of this activity is to count groups of up to 20 images that are arranged in a circle. Counting images arranged in a circle can be more difficult because there are not clear places to start and end when counting.

Students may use different methods for keeping track of the images that have been counted. They may:

• place an object such as a connecting cube on top of each hexagon as it is counted.
• color or mark each hexagon as it is counted
• mark the first hexagon that they count and touch each hexagon as they count

These methods are highlighted in the activity synthesis. Each method helps ensure that the images are counted accurately (MP6).

Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including the tools they will use, to count all the shapes in the circle. Students may benefit from recalling the strategy used prior to cross out each image after they counted them. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Organization, Conceptual Processing

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Averigüen con su compañero cuántos triángulos hay en el primer problema. Escriban un número para mostrar cuántos triángulos hay” // “Work with your partner to figure out how many triangles there are in the first problem. Write a number to show how many triangles there are.”
• 30 seconds: quiet think time
• 2 minutes: partner work time
• “Trabajen con otra pareja. ¿Contaron los triángulos de la misma manera?” // “Pair up with another group. Did you count the triangles the same way?”
• 2 minutes: small-group discussion
• “Averigüen cuántas figuras hay. Escriban un número para mostrar cuántas figuras hay” // “Figure out how many shapes there are. Write a number to show how many shapes there are.”

### Activity

• 4 minutes: partner work time
• Monitor for students who use the methods described in the activity narrative to count the shapes.

### Student Facing

1.

Hay _______________ triángulos.

2.

3.

Hay _______________ hexágonos.

4.

Hay _______________ triángulos.

5.

Hay _______________ trapecios.

6.

Hay _______________ rectángulos.

### Student Response

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

• “¿Cuál figura contaste primero? ¿Qué puedes hacer para saber cuál figura contaste primero?” // “Which shape did you count first? What can you do to know which shape you counted first?”
• “¿Qué puedes hacer para saber que ya contaste todas las figuras?” // “What can you do so that you know when you have counted all of the shapes?”

### Activity Synthesis

• Invite a student who placed a connecting cube on each shape to share.
• “¿Cómo te ayuda poner un cubo sobre cada figura a averiguar cuántas figuras hay?” // “How does putting a cube on top of each shape help you figure out how many shapes there are?” (I know that I’ve already counted the shapes that have a cube on top. Once all of the shapes have a cube on top, I know that I’ve counted all of the shapes 1 time.)
• Invite a student who crossed out or colored each shape to share.
• “¿Cómo te ayuda tachar cada figura a averiguar cuántas figuras hay?” // “How does crossing out each shape help you figure out how many shapes there are?” (When all of the shapes are crossed out, I know that I have counted all of the shapes 1 time.)
• Invite a student who marked the first shape they counted to share.
• “¿Cómo te ayuda marcar la figura que contaste primero a averiguar cuántas figuras hay?” // “How does marking which shape you counted first help you figure out how many shapes there are?” (If I know which shape I counted first, I can stop counting before I get back to it.)
• “Al contar en un circulo, ¿cuál método les gusta usar para saber lo que ya han contado? ¿Por qué?” // “Which method do you like to use to keep track of what you’ve counted in a circle? Why?”

## Activity 3: Conozcamos “Encuentra la pareja: Forma 10” (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 2 of the Find the Pair center. Students practice finding the number that makes 10 when added to a given number. Each student draws a hand of 5 cards. Students take turns asking their partner for a card that goes with one of their cards to make 10. When students receive a match, they write an equation. Students draw a new card when they do not receive a match. Students may use two-color counters and a 10-frame or their fingers to help them determine the number needed to make 10.

After students participate in this center, they have a choice of centers introduced previously.

• Find the Value of Expressions
• Make or Break Apart Numbers
• Bingo

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

### Required Materials

Materials to Gather

Materials to Copy

• Find the Pair Stage 2 Recording Sheet, Spanish

### Required Preparation

• Gather materials from:
• Find the Value of Expressions, Stage 1
• Make or Break Apart Numbers, Stages 1 and 2
• Bingo, Stages 1-4

### Launch

• Groups of 2
• Give each student a set of cards, a recording sheet, and access to two-color counters and 10-frames.
• “Vamos a aprender una nueva forma de jugar el centro ‘Encuentra la pareja’” //  “We are going to learn a new way to play the Find the Pair center.”
• “Pongan todas las tarjetas en un montón en la mitad de la mesa. Cada uno va a tomar 5 tarjetas. No dejen que su compañero vea las tarjetas” // “Put all of the cards in a pile in the middle of the table. You and your partner will both draw 5 cards. Keep your cards hidden from your partner.”
• Demonstrate drawing 5 cards. Invite a student to act as the partner and draw 5 cards.
• “Voy a examinar mis tarjetas. Debo escoger 1 tarjeta y averiguar cuál número necesito para formar 10 con la tarjeta” // “I am going to look at my cards. I need to choose 1 card and figure out which number I need to make 10 with the card.”
• Display a card with the number 9.
• “Mi tarjeta tiene un 9. ¿Qué tarjeta debe ir con esta para formar 10?” // “My card says 9. What card do I need to go with it to make 10?” (1)
• “Necesito una tarjeta que tenga el 1. Le voy a preguntar a mi compañero si tiene una tarjeta que tenga el 1” // “I need a 1 card. I’m going to ask my partner if they have a 1 card.”
• “Si mi compañero tiene esa tarjeta, me la entrega. Pongo la tarjeta del 9 y la tarjeta del 1 boca abajo como una pareja y completo una ecuación” // “If my partner has a 1 card, they will give it to me. I will put the 9 card and 1 card down as a match and fill in an equation.”
• “Si tengo una tarjeta que tiene el 9 y una que tiene el 1, ¿qué ecuación debo escribir?” // “If I have a 9 card and a 1 card, what equation should I write?” ($$9 + 1 = 10$$ or $$1 + 9 = 10$$)
• “Si mi compañero no tiene la tarjeta que le pedí, tomo 1 tarjeta más del montón” // “If my partner doesn’t have the card that I asked for, I draw 1 more card from the middle.”
• Invite students to play one game with their partners and answer any questions about the rules of the game.
• “Jueguen por turnos con su compañero” // “Take turns playing with your partner.”

### Activity

• 5 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Encuentra la pareja’” // “Now you can choose another center. You can also continue playing Find the Pair.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice.
• 5 minutes: center work time

### Student Facing

Escoge un centro.

Encuentra la pareja

Encuentra el valor de expresiones

Formar o separar números

Bingo

### Activity Synthesis

• “Mientras jugaban ‘Encuentra la pareja’, ¿cómo averiguaron qué número necesitaban para formar 10?” // “As you played Find the Pair, how did you figure out what number you needed to make 10?”

## Lesson Synthesis

### Lesson Synthesis

Display the image from the second activity of 12 triangles in a circle.

Demonstrate counting the triangles incorrectly. Continue counting around the circle even after you’ve counted all of the triangles.

“¿Conté bien? ¿Por qué sí o por qué no?” // “Did I count correctly? Why or why not?” (You didn’t count correctly because you counted some of the triangles more than one time.)

“¿Qué puedo hacer para asegurarme de que cuento cada triángulo una vez y no se me olvida contar ningún triángulo?” // “What can I do to make sure that I count each triangle one time and that I don’t forget to count any triangles?” (You can put a cube on top of each triangle as you count it. You can cross off each triangle as you count it. You can color each triangle as you count it. You can mark which triangle you counted first.)