Lesson 7

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

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

• “Escribamos una expresión o una ecuación para cada grupo de puntos” // “Let’s write an expression or equation for each group of dots.”
• Record expressions and equations that students share.
• “El mismo grupo de 5 puntos se puede ver diferente dependiendo de cómo organicen los puntos. Hoy, cuando trabajen en su libro de números, pueden pensar en diferentes formas de mostrar cuántos objetos hay” // “The same group of 5 dots can look different depending on how you arrange the dots. When you are working on your number book today, you can think about different ways to show how many objects there are.”

The purpose of this activity is for students to create a number book about their school community. Students share their work with a partner, receive feedback, and then improve their work (MP3). In the activity synthesis, students will create a title and front cover for their book. As students work during the activity, have them leave the first page blank. If time allows, invite students to make a rough draft and then a final draft of their book.

• Assemble a number book for each student by copying and stapling the pages in the blackline master.

• Groups of 2
• Give each student a number book and access to colored pencils, crayons, and markers.
• “Revisen su hoja de registro para decidir qué les gustaría poner en la primera página de su libro de números sobre nuestra escuela” // “Look through your recording sheet to decide what you would like to put on the first page of your number book about our school.”
• 1 minute: quiet think time
• 2 minutes: partner discussion

• “Recuerden que cada página debe tener un número, una imagen y algunas palabras o una oración” // “Remember that each page should have a number, a picture, and some words or a sentence.”
• 10 minutes: independent work time
• “Compartan con su pareja lo que tienen hasta ahora” // “Share what you have so far with your partner.”
• 3 minutes: partner discussion
• “Piensen en por lo menos una cosa que su pareja haya hecho muy bien en su libro” // “Think of at least one thing that your partner did really well in their book.”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Share responses.
• “Piensen en una o dos cosas que su pareja podría agregar o cambiar para mejorar su libro” // “Think of one or two things that your partner could add or change to make their book even better.”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Share responses.
• “Piensen en las sugerencias que les hizo su pareja mientras siguen trabajando en su libro de números” // “Think about your partner’s suggestions as you continue working on your number book.”
• 7 minutes: independent work time

• “Ahora que ya hicimos las páginas de nuestro libro, debemos pensar en un título para el libro. Un título puede decir de qué se trata el libro. ¿De qué se tratan sus libros?” // “Now that we’ve made the pages for our book, we should think of a title for the book. A title can tell you what the book is about. What are our books about?” (Our school, numbers, objects, math)
• 1 minute: quiet think time
• Share and record responses.
• “Pueden usar algunas de estas palabras como ayuda para pensar en un título para su libro. Cuando hayan escrito su título, pueden hacer un dibujo para la portada” // “You can use some of these words to help you think of a title for your book. Once you have written your title, you can draw a picture for the front cover.”
• 5 minutes: independent work time

• Students need the number book that they created in the previous activity.

• Groups of 4
• “Por turnos, cada persona va a leer su libro de números a su grupo. Después de que todos los miembros del grupo lean su libro, cada uno va a compartir una o dos cosas que haya disfrutado acerca del libro” // “Each person will take turns reading their number book to their group. After each group member reads their book, each person will share one or two things that they enjoyed about the book.”

• 8 minutes: small-group work time

• “¿Qué cosas nuevas aprendieron sobre su escuela con los libros de números?” // “What new things did you learn about our school from the number books?”