Lesson 12

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see. 

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

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

• “¿Alguien vio los triángulos de la misma manera, pero lo explicaría de otra forma?” // “Did anyone see the triangles the same way but would explain it differently?”

The purpose of this activity is for students to learn stage 1 of the Can You Draw It center. Students describe and draw two-dimensional shapes. One partner chooses a shape card and describes it. The other partner draws the shape based on the description. If the student draws the shape correctly, they get to keep the card.

• Each group of 2 needs a set of Flat Shape Cards from a previous lesson.

• Groups of 2
• Give each group a set of cards and access to dot paper.
• “Vamos a conocer un centro nuevo llamado ‘¿Puedes dibujarla?’. Una persona toma una tarjeta y no se la muestra a su compañero. Luego, le describe la figura de la tarjeta a su compañero para que la pueda dibujar” // “We are going to learn a new center called Can You Draw It. One partner picks a card without showing it to their partner. They describe the shape on the card so their partner can draw it.”
• Display one of the cards.
• “¿Cómo podemos describir esta figura?” // “How can we describe this shape?” (It has four sides. The top and the bottom are longer than the sides. It has square corners.)
• “Después de que se dibuja la figura, los compañeros comparan las figuras. Si el compañero dibujó la figura correcta, se queda con la tarjeta. Por turnos, describan y dibujen figuras” // “After the shape is drawn, partners compare shapes. If the partner drew the correct shape, they keep the card. Take turns describing and drawing shapes.”

• 10 minutes: partner work time

• “¿Cómo describió su compañero las figuras para que fuera más fácil que ustedes las dibujaran correctamente?” // “How did your partner describe the shapes to make it easier for you to draw them correctly?”

The purpose of this activity is for students to choose from activities that offer practice adding and subtracting or working with shapes. Students choose from any stage of previously introduced centers.

• Picture Books
• Match Mine
• Capture Squares
• Target Numbers

• Gather materials from previous centers:
  • Picture Books, Stage 2
  • Match Mine, Stage 2
  • Capture Squares, Stages 1 and 2
  • Target Numbers, Stages 1-3

• Groups of 2
• “Ahora van a escoger centros de los que ya conocemos” // “Now you 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

• “¿Qué les gustó de los centros que escogieron?” // “What is something you like about the centers you chose?”