Lesson 22

The purpose of this warm-up is to elicit the idea that there are different quantities of toppings on each pizza, which will be useful when students create pizzas with given numbers of toppings in a later activity. While students may notice and wonder many things about these images, the number of toppings is the important discussion point. Students use more, fewer, and the same as to describe the quantities they see.

• Groups of 2
• “Jada y Diego dibujaron pizzas personales diferentes con salchichas y aceitunas” // “Jada and Diego drew different personal pizzas with sausage and olives on them.”
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• Display Jada’s pizza.
• “Los ingredientes negros representan salchichas y los ingredientes blancos representan aceitunas. ¿Ella puso más salchichas o más aceitunas en su pizza? ¿Cómo lo saben?” // “The black toppings represent sausages and the white toppings represent olives. Did she put more sausages or more olives on her pizza? How do you know?”
• Display Diego’s pizza.
• “Miremos la pizza de Diego. ¿Él puso menos salchichas o menos aceitunas en su pizza? ¿Cómo lo saben?” // “Let’s take a look at Diego’s pizza. Did he put fewer sausages or fewer olives on his pizza? How do you know?” 

The purpose of this activity is for students to write numbers and draw images to represent each written number. In this activity the teacher walks students through taking a class order. Students draw the toppings on the pizza and then make comparisons in the synthesis.

• Groups of 2
• Give students access to colored pencils or crayons.
• “Cuando llaman a una pizzería para pedir una pizza, en general hay muchos ingredientes para escoger de su menú. La persona que contesta el teléfono debe decirle al cocinero exactamente qué tipos de ingredientes poner en la pizza y cuántos de cada uno” // “When you call a pizza shop to order pizzas, they usually have lots of toppings on their menu to choose from. The person who answers the phone has to tell the chef exactly what kind of toppings to put on the pizza and how many of each.”
• “Vamos a pedir una pizza para la clase. Nuestras opciones de ingredientes son pepperoni, salchicha, aceituna, pimiento y piña. Podemos poner hasta 10 de cada ingrediente” // “We will create a class order for just one pizza. Our topping choices are pepperoni, sausage, olive, bell pepper, and pineapple. We can have up to 10 of any topping.”
• Invite 5 different students to share the number of toppings for each option.
• Consider role-playing as you take the order.
  • “¿Qué ingredientes les gustarían?” // “What toppings would you like?”
  • For each topping, ask “¿Cuántos _____ quieren?” // “How many _____ would you like?”
• Students record the number for each topping.

• “Dibujen los ingredientes en la pizza según nuestro pedido en clase” // “Use our class order to draw the toppings on the pizza.”
• 1 minute: independent work time
• 4 minutes: partner work time

• For a few of the toppings, ask:
  • “¿Hay más _____ o _____?” // “Are there more _____ or _____?”
  • “¿Hay menos _____ o _____?” // “Are there fewer _____ or _____?”
• 30 seconds: quiet think time
• Share responses.

The purpose of this task is for students to connect quantities with spoken number words and written numbers and to write numbers independently up to 10. This activity gives students an opportunity to practice their counting fluency and to demonstrate understanding of written numbers corresponding with specific quantities, regardless of arrangement.

• Groups of 4
• Give an order sheet to each student.
• “Tomen pedidos de su propio grupo. Pueden pedir una pizza con hasta 3 tipos de ingredientes. Pueden poner hasta 10 de esos ingredientes” // “Take orders from your group. You can order a pizza with up to 3 kinds of toppings. You can have up to 10 of those toppings.”
• “Cada persona tomará turnos para dar y para recibir pedidos. Todos deben escuchar el pedido, escribir el número y luego hacer la pizza” // “Each person will take turns as an order giver and taker. Everyone will listen to the order, write down the number, and then make the pizza.”

• 10 minutes: group work time
• Monitor for explanations that demonstrate understanding of written numbers corresponding with specific quantities, regardless of arrangement.  
• Monitor for 2–3 pizzas to share during synthesis.
• Monitor for an order sheet that has at least two toppings with the same amount for lesson synthesis.

• Display 2–3 pizzas from students for all to see.
• “¿Cuáles pizzas tienen más de 6 _____? ¿Cómo lo saben?” // “Which pizzas have more than 6 _____ [topping of your choice]? How can you tell?”
• Count as a class or invite a student to count the toppings.
• “¿Cuáles pizzas tienen menos de 4 _____? ¿Cómo lo saben?” // “Which pizzas have less than 4 _____ [topping of your choice]? How can you tell?”
• Count as a class or invite a student to count the toppings.
• Display only one pizza.
• “¿Cómo saben si sus pizzas son exactamente lo que el cliente pidió?” // “How do you know your pizzas are exactly what the customer ordered?” (When I count each topping they match the number on the order.)