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Launch

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?”
If needed, explain that an estimate is about right when it is very close to the actual number. An estimate is too high if it is much “más grande“ // “bigger” than the actual number and too low if it is much “más pequeña“ // “smaller” than the actual number.
1 minute: quiet think time

Activity

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.

Student Task Statement

¿Cuántos cubos hay?

Escribe una estimación:

muy baja	razonable	muy alta

¿Cuántos cubos hay?

Ten frame full with connecting cubes. Below, 4 connecting cubes.

Escribe una estimación:

muy baja	razonable	muy alta

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity 1

10 mins

¿Cuántos dedos?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

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 each image shows.

MLR8 Discussion Supports. Pair gestures with verbal directions to clarify the instructions of the activity, demonstrating what it means to draw a line from the fingers to the number that shows the quantity.
Advances: Listening, Representing

Launch

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. Unan con una línea los dedos y 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.”

Activity

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

Student Task Statement

Student Response

to access Student Response.

Advancing Student Thinking

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?”

Are You Ready for More?

Activity Synthesis

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

Activity 2

10 mins

¿Cuántos puntos hay en los tableros de 10?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

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.

Launch

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.”

Activity

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

Student Task Statement

10 12 15
19 11 14
13 15 12
18 14 17
15 13 11

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

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.”

Activity 3

20 mins

Conozcamos “Agarra y cuenta: Fichas geométricas”

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Grab and Count Stage 1 Recording Sheet, Spanish

To Gather

10-frames

Counting mats

Materials from previous centers

Pattern blocks

Activity Narrative

The purpose of this activity is for students to learn Stage 1 of the Grab and Count center. Each student grabs a handful of pattern blocks, puts them together, guesses how many there are, and records the guess on their recording sheet. 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 Grab and Count center, students choose any previously introduced stage from these 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.

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

Launch

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.”

Activity

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 allows, invite students to choose another center.

Activity Synthesis

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?”

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Lesson 5

¿Cuántos dedos? ¿Cuántos puntos?

Warm-up

Exploración de estimación: Cubos encajables

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

¿Cuántos dedos?

Standards Alignment

K.CC.5

K.NBT.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 2

¿Cuántos puntos hay en los tableros de 10?

Standards Alignment

K.CC.5

K.NBT.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 3

Conozcamos “Agarra y cuenta: Fichas geométricas”

Standards Alignment

K.CC.3

K.CC.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

K.NBT.1

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?