Lesson 4

The purpose of this warm-up is for students to extend the verbal count sequence to 30. It builds on previous experiences with counting to 20. This is an opportunity to see if students are able to say the number sequence in order. Students also see the numbers written as they say each number. This deepens their understanding of the structure of the counting sequence (MP7).

• Groups of 2
• “Contemos hasta 30” // “Let’s count to 30.”

• Count to 30 together.
• Record as students count.
• Count to 30 1–2 times. Point to the numbers as students count.

• Point to the number
• “¿Qué número es 1 más que 8?” // “What number is 1 more than 8?” (9).
• “Cuenten hasta 9 con su compañero” // “Count to 9 with your partner.”

The purpose of this activity is for students to describe and compare shapes they see in the classroom. Students are given a shape to look for in the classroom. In the synthesis, students are introduced to what it means to sort. Students work in groups to sort shapes into groups in the next activity.

• Groups of 2
• Assign half of the class to Shape A and the other half to Shape B.
• Display the student page.
• “Vamos a hacer una búsqueda de figuras en nuestro salón. Van a buscar una figura en particular” // “We are going on a shape hunt in our classroom. There is a special shape you are looking for.”
• Point to Shape A.
• “Si están buscando la figura A, van a buscar en el salón un objeto que se parezca a esta figura” // “If you are looking for Shape A, you will look around the classroom for an object that looks like this shape.”
• Point to Shape B.
• “Si están buscando la figura B, van a buscar en el salón un objeto que se parezca a esta figura” // “If you are looking for Shape B, you will look around the classroom for an object that looks like this shape.”
• “Cuando encuentren un objeto que se parezca a su figura, tráiganlo a su grupo” // “When you find an object that looks like your shape, bring it back to the group.”

• 3 minutes: partner work time

• “Si encontraron un objeto parecido a la figura A, pónganlo acá” // “If you found an object that looks like Shape A, place it here.”
• Invite students to place their object on one part of the carpet or table.
• “Si encontraron un objeto parecido a la figura B, pónganlo acá” // “If you found an object that looks like Shape B, place it here.”
• Invite students to place their objects on a different part of the carpet or table.
• “¿Qué tienen en común los objetos de este grupo?” // “What is the same about the objects in this group?” (They all look like Shape A. They are all circles. They all have round sides.)
• “¿Qué tienen en común los objetos de este grupo?” // “What is the same about the objects in this group?” (They all look like Shape B. They are all rectangles. They have straight sides.)
• “Ponemos nuestros objetos en dos grupos teniendo en cuenta cosas que las figuras tienen en común. Cuando ponemos objetos en grupos de acuerdo a cosas que tienen en común, a eso se le llama clasificar” // “We put our objects into two groups based on things that are the same about the shapes. When we put things in groups based on things that are alike, or the same, it is called sorting.”
• “Descifremos cuántas figuras hay en cada grupo” // “Let’s figure out how many shapes are in each group.”
• Invite students to count the shapes in each group. Demonstrate writing a number to show how many objects are in each group.
• Display an object that looks like a rectangle, such as a pencil holder.
• “¿En qué grupo piensan que yo debería poner este objeto? ¿Por qué piensan eso?” // “Which group do you think I should put this object in? Why do you think that?” (It should go in this group because it looks like a rectangle. It has straight sides.)

The purpose of this activity is for students to consider and describe attributes of shapes as they sort shapes into categories. Students were introduced to sorting in the previous activity. This is the first time students sort into categories of their choosing. The standards ask students to sort shapes into given categories, so if groups are having trouble coming up with categories to use to sort, suggest two categories that students can use (for example, has four sides and does not have four sides). Students will sort shapes into given categories in future lessons. When students choose categories for their sort they identify and describe shape attributes (MP6).

Each group of 2 needs a set of shape cards from the previous lesson.

• Groups of 2
• Give each group a set of shape cards.
• “En la actividad anterior clasificamos nuestros objetos en grupos. Pusimos los objetos juntos de acuerdo a cosas que tenían en común” // “In the last activity we sorted our objects into groups. We put the objects together based on something that was the same about them.”
• Display a couple of shape cards.
• “En parejas, van a clasificar las figuras de las tarjetas en dos grupos. Pueden decidir cómo clasificar las figuras. Pongan cada tarjeta en uno de sus grupos. Juntos, hablen sobre por qué pusieron cada figura en el grupo en el que quedó” // “You and your partner will sort the shape cards into two groups. You can decide how to sort the shapes. Put each shape in one of your groups. Talk to your partner about why each shape fits in the group.”

• 5 minutes: partner work time
• Monitor for groups that sort the shapes in different ways.
• “Escriban números para mostrar cuántas figuras hay en cada grupo” // “Write a number to show how many shapes are in your groups.”
• 2 minutes: independent work time
• “¿Cuál grupo tiene más figuras? ¿Cómo lo saben?” // “Which group has more shapes? How do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion

• Invite at least two groups of students to share their sorts.
• “¿Por qué pusieron esas figuras juntas? ¿Qué tenían en común?” // “Why did they put these shapes together? What is the same about these shapes?”

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.

Students choose from any stage of previously introduced centers.

• Which One
• Picture Books
• Bingo
• Shake and Spill

• Gather materials from:
  • Which One, Stage 1
  • Picture Books, Stages 1–3
  • Bingo, Stages 1 and 2
  • Shake and Spill, Stages 1 and 2

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we 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

• “¿Cómo hicieron para decidir con su compañero cuáles centros escoger?” // “How did you and your partner work together to decide which centers to choose?”