Lesson 14

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. When students use the structure of fingers and 5-frames to recognize and describe quantities they look for and make use of structure (MP7).

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

• Display the images of 6 dots in a 5-frame and 6 fingers.
• “¿En qué se parecen? ¿En qué son diferentes?” // “What is the same about these? What is different?” (They both show 6. They both have a group of 5. One uses dots and one uses fingers.)

The purpose of this activity is for students to count out objects to match a number. Students recognize numbers 1-10  and count out objects to represent the number. The 5-frame is not shown under each number, but students who need more support in recognizing numbers should have access to the number cards with 5-frames.

Number Cards 0-10 are provided as a blackline master. In this unit, only numbers 1-10 should be provided to students. Zero will be introduced in a future unit. Students will continue to use these cards throughout the year. Consider copying the cards on cardstock or laminating them and keeping them organized in sets to be used repeatedly.

• Create a set of number cards from the blackline master for each group of 2. Remove the cards with 0 from the sets. 

• Groups of 2
• Give each group of students a set of number cards and counters.
• “¿Cuál es su ingrediente favorito para poner en una pizza?” // “What is your favorite pizza topping?” 
• Display the student book and a number card.
• “Si mi pareja me mostró esta tarjeta, ¿cuántos ingredientes debo ponerle a mi pizza?” // “If my partner showed me this card, how many pizza toppings should I add to my pizza?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

• “Escojan una carta y muéstrensela a su pareja. Su pareja pone ese número de ingredientes en la pizza. Asegúrense de que su compañero ponga el número correcto de ingredientes en la pizza. Tomen turnos hasta que hayan usado todas las tarjetas” // “Pick a card and show it to your partner. Your partner puts that many pizza toppings on the pizza. Check to make sure your partner put the right number of toppings on the pizza. Take turns until you use all of the cards.”
• 5 minutes: partner work time

If students count out more or fewer objects than the given number, consider asking: 

• “Háblame sobre cuántos ingredientes estás poniendo en la pizza” // Tell me about how many toppings you are putting on the pizza.”
• “¿Cuándo vas a dejar de poner ingredientes en la pizza?” // “When will you stop putting toppings on the pizza?”

• “¿Cómo supieron cuántos ingredientes poner en su pizza?” // “How did you know how many toppings to put on your pizza?” (Because we all saw the number 4 and put 4 pieces on our pizza.)
• Display the number 7.
• “Voy a poner los ingredientes en la pizza. Díganme cuándo tengo que dejar de poner ingredientes” // “I’m going to put the toppings on the pizza. Tell me when I should stop putting toppings on the pizza.”
• Count as you put each counter on the pizza. Do not stop adding counters until the class tells you to.
• If the class tells you to stop after placing 7 counters, ask:
  • “¿Por qué necesito dejar de poner ingredientes en la pizza?” // “Why do I need to stop putting toppings on the pizza?”
  • “¿Cuántos ingredientes hay en la pizza? ¿Cómo lo saben?” // “How many toppings are on the pizza? How do you know?”
• If the class does not tell you to stop placing the counters, place 10–15 counters on the pizza and ask:
  • “¿Cuántos ingredientes hay ahora en mi pizza? ¿Cuántos ingredientes debí haber puesto en mi pizza?” // “How many toppings are on my pizza now? How many toppings was I supposed to put on my pizza?”

The purpose of this activity is for students to count out objects to match a number. Students work in small groups to create many different groups with the number on their poster. After students create their posters, they participate in a gallery walk. As students see many different groups of objects representing the same number, they develop their understanding that the arrangement of objects does not affect the number (MP7). Consider establishing a small sound or motion to signal to students when it is time to move from one poster to the next. Students can use math tools that they have been introduced to or classroom objects such as crayons, paper clips, and buttons.
The chart paper with numbers will be used again in the next lesson.

• Each group of 2 to 4 students needs a piece of chart paper with a number (1–10) written at the top.

• Groups of 2–4
• Give each group of students a piece of chart paper with a number 1–10 written on top. Give students access to math tools and classroom materials.
• “Van a hacer un póster con su grupo. Usen cosas de nuestro salón de clase para hacer grupos de objetos para mostrar el número que está en su póster” // “You are going to make a poster with your group. Use things from our classroom to make groups of objects to show the number on your poster.”

• 5 minutes: small-group work time
• “Caminen por el salón y miren los pósteres que hicieron otros grupos. ¿Qué observan? ¿En qué se parecen los otros pósteres al de ustedes? ¿En qué son diferentes?” // “Walk around and look at the posters that other groups made. What do you notice? How are the other posters the same as your poster? How are they different?”
• 5 minutes: gallery walk

• Display a completed number poster.
• “¿En qué se parecen todos los grupos del póster? ¿En qué son diferentes?” // “What is the same about all of the groups on this page? What is different?” (All of the groups have 5 objects. There are lots of different objects.)
• If needed, “El número 5 me dice que tome 5 cosas. Pero puedo tomar 5 cubos, 5 crayones o 5 manzanas. El número 5 nos dice cuántos” // “The number 5 tells me to get 5 things. But I can get 5 cubes or 5 crayons or 5 apples. The number 5 tells us how many.”

The purpose of this activity is for students to learn stage 2 in the Bingo center. Students recognize numbers and identify groups that have the given number of images. The images are presented in a variety of arrangements, such as on fingers, in 5-frames, in lines, or in dot cube arrangements. Students may recognize the number of images or may count the images. 

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

• Number Race
• Geoblocks
• Math Fingers

• Gather materials from: 
  • Number Race, Stage 1
  • Geoblocks, Stages 1 and 2
  • Math Fingers, Stages 1 and 2

• Groups of 4
• Give each student a game board. Give each group of students counters and a set of cards.
• “Vamos a aprender una nueva forma de jugar ‘Bingo’. Hay tarjetas nuevas que tienen números. ¿Qué hacen en cada turno cuando juegan ‘Bingo’ con su grupo?” // “We are going to learn a new way to play Bingo. There are new cards that have numbers on them. What do you do each turn when you play Bingo with your group?”

• If needed, say: “Volteen una tarjeta y pónganla en la mitad donde todos puedan verla. Pongan una ficha en cada casilla que tenga el mismo número de cosas. Tomen turnos para voltear las tarjetas del montón. El juego termina cuando alguien tenga 4 fichas en línea” // “Flip over a card and put it in the middle where everyone can see it. Put a counter on each square that has the same number of things. Take turns flipping over the cards in the deck. The game ends when someone has 4 counters in a row.”
• 7 minutes: small-group work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Bingo’” // “Now you can choose another center. You can also continue playing Bingo.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice. 
• 8 minutes: center work time
• If time, invite students to choose another center.

• Display the Bingo gameboards with counters on all of the groups of 5.
• “¿Cuál tarjeta piensan que este grupo volteó? ¿Cómo lo saben?” // “What card do you think this group flipped over? How do you know?” (They flipped over the card with the number 5. They covered up the groups with 5 things.)