Lesson 5

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. This is the first time students participate in the Estimation Exploration routine. Encourage students to make an estimate without counting each cube.

• Groups of 2
• Display the image.
• “Hoy vamos a hacer un nuevo calentamiento que se llama ‘Exploración de estimación’. En esta actividad vamos a ver una colección de cubos. Su tarea es estimar, o adivinar, cuántos cubos hay sin contarlos” // “Today we are doing a new warm-up called Estimation Exploration. In this activity we are going to see a collection of cubes. Your job is to estimate or make a guess about how many cubes there are without counting them.”
• Display the image.
• “¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate, or guess, that’s too high? Too low? About right?”
• 1 minute: quiet think time

• 1 minute: partner discussion
• Record responses.
• “Miremos la misma colección de cubos organizada de una forma diferente” // “Let’s look at same collection of cubes arranged in a different way.”
• Display the image.
• “Ahora que han visto los cubos otra vez, ¿quieren ajustar o cambiar sus estimaciones?” // “Now that you have seen the cubes again, do you want to revise, or change, your estimates?”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Record responses.

• “Examinemos nuestras estimaciones ajustadas. ¿Por qué estas estimaciones fueron más precisas la segunda vez?” // “Let’s look at our revised estimates. Why were these estimates more accurate the second time?” (We knew that there were more than 10 because we saw that the 10-frame is filled in, and there were some extra cubes.)
• “Hay 14 cubos encajables” // “There are 14 connecting cubes.”

The purpose of this activity is for students to count to answer “how many” questions about images displayed on fingers. Students draw a line to the number that shows how many fingers there are.

• Make sure numbers 1–20 are posted in the classroom.

• Groups of 2
• Display the student page.
• “Practiquemos cómo leer números” // “Let’s practice reading numbers.”
• Point to and read each written number. Invite students to chorally repeat each written number 1–2 times.
• “Ahora, descifren cuántos dedos hay. Dibujen una línea desde los dedos hasta el número que muestra cuántos hay” // “Now, figure out how many fingers there are. Draw a line from the fingers to the number that shows how many there are.”

• 3 minutes: independent work time
• 2 minutes: partner work time

If students match the first group of fingers with a number other than 16, consider asking: 

• “¿Cuántos dedos hay? ¿Cómo lo saben?” // “How many fingers are there? How do you know?” 
• “¿Qué pueden hacer para asegurarse de que cuentan cada dedo una vez?” // “What can you do to help you make sure that you count each finger one time?”

• Invite students to share how many fingers are in each image and how they know.

The purpose of this activity is for students to count to answer “how many” questions about images arranged on 10-frames. Students circle the number that shows how many dots there are.

• Make sure numbers 1–20 are posted in the classroom.

• Groups of 2
• Display the student page.
• “Practiquemos cómo leer números otra vez” // “Let’s practice reading numbers again.”
• Point to each written number on the page and invite students to chorally read each number.
• “Ahora descifren cuántos puntos hay. Marquen el número que muestra cuántos puntos hay” // “Now, figure out how many dots there are. Circle the number that shows how many dots there are.”

• 3 minutes: independent work time
• 2 minutes: partner work time

• Display the 10-frame with 19 dots from the student page.
• Invite students to share how many dots there are.
• “Hay 19 puntos. Hay 10 puntos en el tablero de 10 y 9 puntos más. 19 es 10 y 9” // “There are 19 dots. There are 10 dots on the 10-frame and 9 more dots. 19 is 10 and 9.”

The purpose of this activity is for students to learn stage 1 of the Grab and Count center. Students look at a handful of pattern blocks and guess how many there are. Then they figure out how many pattern blocks there actually are and record the number. Students should have access to 10-frames and counting mats and may use any strategy they choose to figure out the total number of blocks.

After they participate in the center, students choose from any stage of previously introduced centers.

• Find the Pair
• Tower Build

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day. 

• Each group of 2 needs around 20 pattern blocks.
• Gather a group of 18 pattern blocks for the activity synthesis.
• Gather materials from:
  • Find the Pair, Stage 1
  • Tower Build, Stages 1 and 2

• Groups of 2
• Give each student a recording sheet, pattern blocks, and access to 10-frames and counting mats.
• “Hoy vamos a conocer un centro llamado ‘Agarra y cuenta’. Juguemos una ronda juntos” // “We are going to learn a center called Grab and Count. Let’s play one round together.”
• Choose a student to be your partner.
• “Primero, los dos vamos a agarrar un puñado de fichas geométricas y las vamos a juntar” // “First, we both grab a small handful of pattern blocks and put them together.”
• Demonstrate grabbing a handful of blocks and putting them together with your partner’s blocks.
• “Ahora cada uno va a decir cuántas fichas cree que tenemos y anota el número” // “Now we each guess how many blocks we have and write down the number.”
• “Pregúntenle a su pareja por las fichas que cree que tenemos y después piensen en voz alta mientras ustedes dicen cuántas creen tener. Por ejemplo, pueden decir: ‘Hay muchas fichas. Parece que hay más de 10. Yo creo que diré que tenemos 15’” // “Ask your partner for their guess and then think aloud as you make your own guess. For example, you might say, ‘There are a lot of blocks. It looks like there are more than 10. I think I will guess 15.’”
• Demonstrate recording your guess on the recording sheet.
• “Ahora, por turnos, descifren cuántas fichas geométricas hay. Cuando los dos estén de acuerdo en cuántas fichas geométricas tienen, anoten ese número en su hoja de registro” // “Now we take turns figuring out how many pattern blocks there are. When you both agree on how many pattern blocks you have, write this number on your recording sheet.”
• Demonstrate taking turns counting and writing the number of blocks on the recording sheet.
• “Después pueden regresar esas fichas geométricas y jugar otra vez” // “Then you can put those pattern blocks back and play again.”

• 5 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Agarra y cuenta’” // “Now you can choose another center. You can also continue playing Grab and Count.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice. 
• 10 minutes: center work time
• If time, invite students to choose another center.

• Display 18 pattern blocks.
• “¿Cuántas fichas geométricas creen que hay acá? ¿Cómo decidieron cuál creían que era la cantidad?” // “How many pattern blocks do you think are here? How did you make your guess?”
• “¿Era más fácil decir cuál creían que era la cantidad a medida que jugaban más rondas? ¿Por qué sí lo era o por qué no?” // “Did it get easier to guess as you played more rounds? Why or why not?”