Lesson 8

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see. Students have an opportunity to look for and make use of structure (MP7) because the 10-frame helps students see numbers 11–19 as ten ones and some more ones.

• Groups of 2
• “¿Cuántos ven? ¿Cómo lo saben?, ¿qué ven?” // “How many do you see? How do you see them?”
• Display the image.
• 1 minute: quiet think time

• Display the image.
• Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

• “¿Como se vería 14 con un tablero de 10? ¿Como lo saben?” // “What would 14 look like with a 10-frame? How do you know?” (There would be 10 in the 10-frame and 4 more.)

The purpose of this activity is for students to use 10 ones and some more ones to compose numbers 11–19. Students may need to put together a 10-frame and some more dots multiple times and count each time until they’ve composed the given number. Consider cutting out the cards that students create. Students can use these cards in future lessons, in centers, or at home.

• Create a set of 10-frame and More Dot Cards for each student. 

• Groups of 2
• Give each student a pair of scissors, a glue stick, a set of cards, and a Make Number Cards blackline master.
• “Formen cada número. Pueden cortar los tableros de 10 y los puntos para formar cada número. Cuando hayan acabado, tracen cada número” // “Make each number. You can cut out the 10-frames and the dots to help you make each number. When you’re finished, trace each number.”

• 5 minutes: partner work time
• Monitor for students who glue the extra dots under a full 10-frame to compose each number.

If students choose two cards to compose the number without choosing a card with a 10-frame, consider asking:

• “¿Qué número vas a formar? ¿Ese número es más de o menos de 10?” // “What number are you going to make? Is that number more or less than 10?” 
• “Si empezamos con un tablero de 10, ¿qué otra tarjeta necesitamos para formar el número _____?” // “If we start with a 10-frame, what other card do we need to make the number ___?”

• Invite previously identified students to share how they made 15.
• “¿Cuáles son las 2 partes que juntaron para formar 15?” // “What are the 2 parts that you put together to make 15?” (10 and 5.)
• “10 y 5 es 15. También podemos decir que \(10 + 5\) es 15” // “10 and 5 is 15. We can also say \(10 + 5\) is 15.”
• “Cuéntenle a su pareja las 2 partes que juntaron para formar cada número” // “Tell your partner the 2 parts you put together to make each number.”

The purpose of this activity is for students to compose a number using a full 10-frame and some more ones. Students may recount after adding each dot to see if they’ve reached the target number. With repeated experiences, students may know that 17 is 10 and 7 without counting. The purpose of the activity synthesis is to highlight counting on and the structure of numbers 11–19 as 10 ones and some more ones. Give students access to two-color counters so that they can add or take away counters until they are confident that they have represented the given number.

When students represent and count numbers from 11 to 19 as 10 ones and some more ones they look for and express regularity in repeated reasoning (MP8).

• Groups of 2
• Give students access to two-color counters.
• “Dibujen más puntos para mostrar cada número” // “Draw more dots to show each number.”

• 3 minutes: independent work time
• 3 minutes: partner work time
• Monitor for students who count on from 10.

If students count the 10 dots in the 10-frame each time, consider asking:,

• “¿Cuántos puntos hay en un tablero de 10? ¿Como lo sabes?” // “How many dots are in the 10-frame? How do you know?” 
• If students answer 10 without counting, ask, “¿Cuántos puntos habría si dibujáramos 1 más?” // “How many dots would there be if we drew 1 more?”

• Invite previously selected students who counted on to share.
• Display completed student work for the number 17.
• “¿Cuántos puntos hay en el tablero de 10?” // “How many dots are on the 10-frame?” (10)
• “¿Cuántos puntos dibujaron para formar 17?” // “How many dots did you draw to make 17?” (7)
• “10 puntos y 7 puntos es 17. \(10 + 7\) es 17” // “10 dots and 7 dots is 17. \(10 + 7\) is 17.”

The purpose of this activity is for students to learn stage 4 of the Bingo center. Students match numbers 11–19 to different representations of the numbers.

• Create a set of cards from the blackline master for each group of 4.

• Groups of 4
• Give each group a set of number cards, 4 gameboards, and two-color counters.
• “Vamos a aprender una nueva forma de jugar ‘Bingo’. En cada grupo habrá 4 personas. Una persona va a escoger una tarjeta de números que tiene un número del 11 al 19. Después, todos van a usar una ficha para cubrir cualquier grupo del tablero de juego que tenga ese número de cosas. Gana la primera persona que cubra 4 espacios en una fila” // “We are going to learn a new way to play Bingo. There will be 4 people in each group. One person will choose a number card that has a number from 11–19. Then everyone will use a counter to cover any group on their gameboard that has that number of things. The first person to cover up 4 spaces in a row wins.”

• 10 minutes: small-group work time

• Display one of the gameboards and the number 18.
• “¿Qué podemos cubrir en este tablero de juego? ¿Cómo lo saben?” // “What can we cover up on this gameboard? How do you know?”