Lesson 9

• Display numbers from 1 to 100.
• “Contemos hasta 100” // “Let’s count to 100.”
• Point to the numbers as students count to 100.

• “Ahora contemos hasta 100 de 10 en 10” // “Now let’s count to 100 by 10.”
• Demonstrate counting by 10 to 100, pointing to each number as you count.
• “Contemos todos hasta 100 de 10 en 10” // “Let’s all count to 100 by 10.”
• Have students repeat the count multiple times.

• “Por turnos, cuenten con su pareja hasta 100 de 10 en 10” // “Take turns counting to 100 by 10 with your partner.”

The purpose of this activity is for students to think about and compare the capacities of containers. Students start by comparing two containers where it is visually obvious which one holds more. They use comparison language such as “The pitcher holds more than the cup.” Then, students consider containers that have capacities that are not easy to compare visually and they brainstorm ways to compare the capacities of the containers. Students may need to see the water poured between the two containers multiple times before they determine and can explain which container has more capacity. As students make predictions and then discuss and justify their comparisons, they share a mathematical claim and the thinking behind it (MP3).

• Gather a larger pitcher and a small cup to display during the launch.
• Gather 2 cups with capacities that are not easy to compare visually, such as a tall stemmed glass and a short, wide cup for the activity.

• Groups of 2
• Display a pitcher and a small cup.
• “En la clase de Diego necesitan mucha limonada para venderla en la escuela. ¿Cuál recipiente piensan que deberían usar para que contenga la limonada? ¿Por qué creen eso?” // “Diego’s class needs a lot of lemonade for a lemonade sale they are going to have at school. Which container do you think they should use to hold the lemonade? Why do you think that?” (The pitcher holds more lemonade because it is bigger. The cup is small.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “Creemos que a la jarra le cabe más limonada” // “We think that the pitcher will hold more lemonade.”

• Display 2 cups and give each student a sticky note.
• “¿A cuál de estos dos vasos creen que le cabe más limonada? Pongan su nota adhesiva junto al vaso al que creen que le cabría más limonada” // “Which of these cups do you think would hold more lemonade? Put your sticky note by the cup that you think would hold more lemonade.”
• 3 minutes: independent work time
• “Hay respuestas diferentes a la pregunta de a cuál vaso le cabría más limonada. ¿Qué podemos hacer para descifrar a cuál vaso le cabe más limonada?” // “People had different answers about which cup would hold more lemonade. What can we do to figure out which cup can hold more lemonade?”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Share and record responses.
• Demonstrate filling one of the cups with water and then slowly pour that water into the other cup.
• “Yo llené el vaso rojo y pasé la misma agua al vaso azul, pero el vaso azul se desbordó. ¿A cuál vaso creen que le cabe más limonada?” // “I filled up the red cup and poured the same water into the blue cup, but the blue cup overflowed. Which cup do you think can hold more lemonade?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “Al vaso rojo le cabe más limonada que al vaso azul” // “The red cup can hold more lemonade than the blue cup.”

• “Podemos usar agua como ayuda para descifrar a cuál vaso le cabe más limonada” // “We can use water to help us figure out which cup can hold more lemonade.”

The purpose of this task is for students to compare the capacities of two containers where the comparison is not easy to see visually. Students experiment with filling containers with water to determine which has a greater capacity. Each group of students needs two cups or containers that they can compare the capacities of, a container of water, and a plastic or foil tray to catch any water that spills. Students can also use small paper cups to fill up the containers. This activity can also be completed outside or at a water table. There are multiple ways that students can compare the capacities of the containers, including by pouring water from one container to the other and seeing if the water overflows or if there is room left over or by counting how many small cups it takes to fill up each container (MP7).

• Each group of 4 students needs 2 cups or containers that are not easy to compare the capacity visually, such as a short, wide container and a tall, thin container.
• Each group of 4 students needs 1 small paper cup, a container filled with water, and a plastic or foil tray.

• Groups of 4
• Give each group of students two cups or containers, a container of water, a small paper cup, and a plastic or foil tray.
• “A Elena le gusta tomar mucha agua después de su clase de baile. Ella está tratado de descifrar cuál vaso usar. ¿A cuál vaso le cabe más agua? Trabajen con su grupo para descifrarlo” // “Elena likes to drink lots of water after dance class. She’s trying to figure out which cup to use. Which cup holds more water? Work with your group to figure it out.”

• 8 minutes: small-group work time
• Monitor for students who compare the capacities in different ways.

• Invite each group of students to share how they compared the capacities of the cups with the class. As each group shares, ask:
  • “¿A cuál vaso le cabe más agua?” // “Which cup holds more water?”
  • “¿A cuál vaso le cabe menos agua?” // “Which cup holds less water?”
  • “Cuéntenle a su pareja algo sobre los vasos usando la palabra ‘menos’” // “Tell your partner about the cups using the word ‘less.’”

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.

Students choose from any stage of previously introduced centers.

• Counting Collections
• Match Mine
• Shake and Spill

• Gather materials from: 
  • Counting Collections, Stage 1
  • Match Mine, Stage 1
  • Shake and Spill, Stages 1-4

• “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

• 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

• “¿En dónde pueden encontrar los materiales que necesitan para jugar ‘Haz una como la mía’? ¿En dónde se guardan los materiales cuando terminan de jugar?” // “Where can you find any materials that you need to play Match Mine? Where do the materials go when you are finished playing?”