# Lesson 20

¿Más que 10 o menos que 10?

## Warm-up: Exploración de estimación: Cerca de 10 (10 minutes)

### Narrative

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.

### Launch

• Groups of 2
• Display the image.
• “¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate that’s too high? Too low? About right?”
• 1 minute: quiet think time

### Activity

• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.

### Student Facing

Escribe una estimación que sea:

muy baja razonable muy alta

### Activity Synthesis

• “Hay 10 puntos. ¿Por qué fue difícil saber que había 10 puntos?” // “There are 10 dots. Why was it hard to tell there were 10 dots?” (Usually we see 10 on a 10-frame or fingers or with beads. It was hard to see how many there were because they were scattered.)

## Activity 1: Usemos 10 para estimar (10 minutes)

### Narrative

The purpose of this activity is for students to use what they know about 10 and what it looks like to estimate whether a group has more or less than 10 images. Students then count the images to see if they estimated correctly. It is important for students to know that there is not always a right answer, particularly when the number of images is close to 10, as in the second and fourth questions. It is important that answers of both “more” and “fewer” are accepted and the emphasis is on students sharing their reasoning (MP3).

### Launch

• Groups of 2
• “Ahora vamos a mirar algunas imágenes de lápices. Sin contarlos, vamos a pensar si hay más de 10 o menos de 10 lápices. Escriban ‘más’ en la línea si piensan que hay más de 10 lápices. Escriban ‘menos’ en la línea si piensan que hay menos de 10 lápices” // “Now we are going to look at some pictures of pencils and think about whether there are more than 10 or fewer than 10 pencils without counting them. Write ‘more’ on the line if you think there are more than 10 pencils. Write ‘fewer’ on the line if you think there are fewer than 10 pencils.”

### Activity

• 3 minutes: independent work time
• Monitor for a student who writes “more” and a student who writes “fewer” for the second problem.
• “Averigüen cuántos lápices hay en cada imagen y escriban un número en la línea. ¿Sus suposiciones fueron correctas?” // “Figure out how many pencils are in each picture and write a number on the line. Were your guesses correct?”
• 3 minutes: partner work time

### Student Facing

Escribe “más” o “menos” para completar cada oración.

1. Pienso que hay ______________________ de 10 lápices.

¿Cuántos lápices hay? __________

2. Pienso que hay ______________________ de 10 lápices.

¿Cuántos lápices hay? __________

3. Pienso que hay ______________________ de 10 lápices.

¿Cuántos lápices hay? __________

4. Pienso que hay ______________________ de 10 lápices.

¿Cuántos lápices hay? __________

5. Pienso que hay ______________________ de 10 lápices.

¿Cuántos lápices hay? __________

### Activity Synthesis

• Display the image:
• “Algunos estudiantes dijeron que pensaron que había más de 10 lápices y algunos que pensaron que había menos de 10 lápices. Ambas son buenas respuestas” // “Some students said they thought there were more than 10 pencils and some thought there were fewer than 10 pencils. Both of those are good answers.”
• Invite a student to share why they thought there were more than 10.
• Invite a student to share why they thought there were fewer than 10.
• “Cuando los grupos tienen cerca de 10 cosas, es difícil saber si hay más de 10 o menos de 10 sin contar” // “When groups are close to 10, it is hard to tell whether there are more or fewer than 10 without counting.”

## Activity 2: ¿Puede tener razón? (10 minutes)

### Narrative

The purpose of this activity is for students to analyze the reasonableness of estimates. It is important for students to know that there is not always a right answer, particularly when the estimate is close to the number of images, as in the third question. It is important that answers to both questions are accepted and the emphasis is on students sharing their reasoning (MP3).

MLR8 Discussion Supports. Display and read sentence frames to support small-group discussion: “Estoy de acuerdo porque . . .” // "I agree because . . .” and “Estoy en desacuerdo porque . . .” // "I disagree because . . . .”
Engagement: Develop Effort and Persistence. Students may benefit from feedback that emphasizes effort, and attempting to answer the question. For example, emphasizing that it is not important to get the right answer but being able to estimate something close is the important skill.
Supports accessibility for: Social-Emotional Functioning

### Launch

• Groups of 2
• “Elena miró algunas imágenes y supuso cuántos había sin contar. Vamos a mirar las imágenes y a pensar si la suposición de Elena puede ser correcta” // “Elena looked at some pictures and guessed how many there were without counting. We are going to look at the pictures and think about if Elena’s guess could be right.”

### Activity

• 2 minutes: partner discussion
• Share responses.
• Repeat the steps with the rest of the problems.

### Student Facing

1. Elena dice que hay aproximadamente 11 copos de nieve.
¿Piensas que ella puede tener razón?
¿Por qué sí o por qué no?

2. Elena dice que hay aproximadamente 8 flores.
¿Piensas que ella puede tener razón?
¿Por qué sí o por qué no?

3. Elena dice que hay aproximadamente 11 soles.
¿Piensas que ella puede tener razón?
¿Por qué sí o por qué no?

Síntesis:

### Activity Synthesis

• Display the last image of triangles.
• “¿Cuál piensan que es una mejor suposición del número de triángulos que hay en esta imagen: 6 o 14? ¿Por qué?” // “Do you think 6 or 14 is a better guess for the number of triangles in this picture? Why?” (14 is a better estimate. I can see a 3 on the top and then there are a lot more, so there are more than 6.)

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

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.

• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

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

### Required Preparation

• Gather materials from:
• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

### Launch

• Groups of 2
• “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.
• 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.

Revuelve y saca

Carrera con números

Agarra y cuenta

¿Qué hay a mis espaldas?

Fichas geométricas

### Activity Synthesis

• “Cuéntenle a su compañero sobre alguna vez en la que hayan usado una herramienta matemática como ayuda en los centros. ¿Cómo les ayudó la herramienta?” // “Tell your partner about a time when you used a math tool to help you during centers. How did the tool help you?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy miramos imágenes y estimamos si tenían más de 10 o menos de 10 cosas” // “Today we looked at pictures and estimated whether they had more or fewer than 10 things.”

Display a cup with 9 pencils.

“¿Ustedes piensan que hay más de 10 o menos de 10 lápices en el vaso? ¿Por qué piensan eso?” // “Do you think there are more than 10 or fewer than 10 pencils in the cup? What makes you think that?” (There are about 10 pencils. I see a lot of pencils so there are more than 10 pencils. I think there are fewer than 10 pencils.)

“Podemos decir que hay aproximadamente 10 lápices en el vaso” // “We can say there are about 10 pencils in the cup.”