Lesson 13

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. The images used introduce students to the context that will be used throughout the lesson.

When students use the placement of objects in a 10-frame, 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 the image.
• 30 seconds: quiet think time

• Display image.
• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.

• “Noah creó esta obra de arte. Usó las huellas de sus dedos en un tablero de 10 y después las decoró como animales” //  “Noah created this art. He used his fingerprints in a 10-frame and then decorated them like animals.”
• “Hoy vamos a usar tinta y nuestros pulgares para hacer nuestros propios animales con las huellas de nuestros dedos” // “Today, we will make our own fingerprint animals using ink and our thumbs.”

The purpose of this activity is to make fingerprint animals for numbers 11–19. Students see these numbers as 10 ones and some more ones and fill in equations like \(10+4=14\). If there is time, each group can make a title page for their book.

• Cut each blackline master in half. Each group of 3 needs 9 half-sheets.
• Each group of 3 needs an ink pad.

• Groups of 3
• Give each group of 3 students access to ink pads, colored pencils or markers, and 9 half sheets of the blackline master.
• Demonstrate how to use the ink pad to make a fingerprint.

• “Cada grupo va a hacer un libro de los números del 11 al 19 para mostrarlos con animales hechos con huellas de los dedos” // “Each group will make a fingerprint animal number book for the numbers 11-19.”
• Assign each student as A, B, or C.
• “Busquen en su libro para cuáles números van a hacer las páginas. Usen la almohadilla de tinta para hacer las huellas para mostrar cada número” // “Look in your book to see which numbers you will make pages for. Use the ink pad to make fingerprints to show each number.”
• “Después, completen una ecuación que muestre cada número” // “Then complete an equation to show each number.”
• “Por último, decoren sus huellas para que parezcan animales” // “Finally, decorate your fingerprints so that they look like animals.”
• 15 minutes: small-group work time

• Invite students to share their pages.
• As students share, ask where they see each part of the equation on the page. 
• If time, invite each group of students to create a title page for their book. 

The purpose of this activity is to put numbers 11-19 in order. Students share the fingerprint animals that they created in the previous activity and then work with their group to put all of the pages in order. Consider stapling together the book that each group makes. 

• Groups of 3
• “Compartan con su grupo las páginas que hicieron. Describan el animal que hicieron y cuántos hay en cada una de sus páginas” // “Share the pages you made with your group. Describe the animal you made and how many there are on each of your pages.”
• 3 minutes: small-group discussion

• “En grupo, ordenen las páginas del 11 al 19 para crear un libro. Cuando hayan terminado, revisen el montón de hojas para asegurarse de que las páginas estén en orden. Después, lean juntos su libro” // "Work with your group to put the pages in order from 11-19 to create a book. When you are finished, check the stack to make sure the pages are in order. Then read your book together.”
• 8 minutes: small-group work time

• “Examinemos algunos de los libros que hicimos” // “Let’s look at some of the books we created.”
• Invite 2-3 groups of students to share the books they created.