The purpose of this Choral Count is to invite students to count to 19 and notice patterns in the count. Recognizing these patterns may help students remember how to write teen numbers. Students often reverse the digits due to how we say the teen numbers.
Launch
“Cuenten de uno en uno, empezando en 0” // “Count by ones, starting at 0.”
Record as students count.
Stop counting and recording at 19.
Activity
“¿Qué patrones ven?” // “What patterns do you see?”
1–2 minutes: quiet think time
Record responses.
Student Task Statement
None
Student Response
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Advancing Student Thinking
Activity Synthesis
“Si quisiéramos contar hacia adelante desde 10, ¿qué número diríamos después de 10? ¿Cómo lo saben?” // “If we wanted to count on from 10, what number would we say after 10? How do you know?” (11 because 11 is 1 more than 10 and comes after 10 when we count.)
Activity 1
15 mins
Clasificación de tarjetas: Organicemos expresiones y números
Standards Alignment
Building On
Addressing
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
The purpose of this activity is for students to engage in a matching task that gives students opportunities to analyze written numbers and expressions and make connections. In the Activity Synthesis, students see each teen number written as an equation. In this unit, when reading equations to students, read the equal sign as “es” // “is.” For example, read as “10 más 3 es 13” // “10 plus 3 is 13.” The equal sign will be read as “es igual a” // “equals” in the next unit.
MLR8 Discussion Supports. Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain how they organized the numbers and expressions. Invite groups to rehearse what they will say when they share with the whole class. Advances: Speaking, Conversing, Representing
Engagement: Develop Effort and Persistence. Some students would benefit from having clear examples of the expectation of group work in this activity. Invite students to generate a list of shared expectations for group work. Ask students to share explicit examples of what those expectations would look like in this activity. Supports accessibility for: Social-Emotional Functioning
Launch
Groups of 4
Give each group of students a set of cards.
Activity
“Estas tarjetas tienen expresiones y números. Clasifica las tarjetas en grupos. Empareja cada expresión con el número de la tarjeta que corresponde. Juntos, expliquen por qué las tarjetas van juntas” // “This set of cards includes expressions and numbers. Sort the cards into groups by putting each expression with the number card it matches. Work with your group to explain why the cards go together.”
6 minutes: small-group work time
Student Task Statement
None
Student Response
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Advancing Student Thinking
Activity Synthesis
Invite students to share their sort.
Display a set of matched cards in a column, arranged in order from 10+1 and 11 at the top to and 15 at the bottom.
“¿Qué observan sobre los números y las expresiones cuando están organizados de esta forma?” // “What do you notice about the numbers and expressions when they are arranged this way?” (They’re in the order that we count. In each expression, the first number stays the same. The second number is 1 more each time. All the expressions have a 10. The second number starts at 1 and is 1 more each time. The expressions match the numbers.)
“¿Cuál número está representado por ? ¿Cómo lo saben?” // “Which number does represent? How do you know?” (It represents 11. I know that 1 more than 10 is 11.)
“ es 11. Podemos escribir eso como ” // “ is 11. We can write that as .”
Demonstrate writing equations for each number and expression.
Activity 2
10 mins
Ecuaciones y tableros de 10
Standards Alignment
Building On
Addressing
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
The purpose of this activity is for students to match equations to numbers 11–19 represented on 10-frames. During the Synthesis, students focus on each part of the equation and where it can be seen in the 10-frame representation of the number. When students see different parts of the equations in the 10-frame images, they look for and make use of structure (MP7).
Launch
Groups of 2
“Unan con una línea cada ecuación con los puntos que corresponden” // “Draw a line from each equation to the dots it matches.”
Activity
2 minutes: independent work time
3 minutes: partner work time
Student Task Statement
Student Response
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Advancing Student Thinking
Activity Synthesis
Invite a student to share which image matches .
“¿En qué parte del tablero de 10 ven 15?” // “Where do you see 15 on the 10-frame?” (There are 15 dots altogether.)
“En qué parte del tablero de 10 ven ?” // “Where do you see on the 10-frame?” (There are 10 dots on the 10-frame and 5 dots under the 10-frame.)
Activity 3
20 mins
Conozcamos “Formar o separar números: Números del 11 al 19”
Standards Alignment
Building On
Addressing
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
The purpose of this activity is for students to learn Stage 2 of the Make or Break Apart Numbers center. Students roll a connecting cube onto the number mat. They find 2 groups on their gameboard that can be put together to make that number. Students represent the composition with an expression on their recording sheet.
After they participate in the Make or Break Apart Numbers center, students choose any previously introduced stage from these centers:
Bingo
Number Race
Grab and Count
Tower Build
Launch
Groups of 2
Give each group of students two-color counters, 1 connecting cube, a number mat, and a gameboard. Give each student a recording sheet.
“Vamos a aprender una nueva forma de trabajar en el centro ‘Formar o separar números’” // “We are going to learn a new way to do the Make or Break Apart Numbers center.”
“Voy a lanzar un dado en el tablero de números para saber qué número tengo que formar” // “I’m going to roll a cube onto the number mat to find which number I have to make.”
Demonstrate rolling the connecting cube onto the number 13.
Display the gameboard.
“Sacamos el número 13. Mi pareja y yo tenemos que encontrar 2 grupos que si se juntan forman 13. ¿Cuáles grupos si se juntan forman 13?” // “We rolled the number 13. My partner and I have to find 2 groups that go together to make 13. Which groups go together to make 13?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Voy a poner una ficha en este grupo de 10 puntos y una ficha en este grupo de 3 dedos. 10 y 3 es 13. ¿Qué expresión debo escribir en mi hoja de registro?” // “I’m going to put a counter on this group of 10 dots and a counter on this group of 3 fingers. 10 and 3 is 13. What expression should I write on my recording sheet?” ()
30 seconds: quiet think time
Share responses.
Demonstrate writing .
“Ahora que mi pareja y yo escribimos nuestra expresión, podemos ver si hay 2 grupos más que si se juntan forman 13. Si no podemos encontrar más maneras de formar 13, lanzamos los dados y formamos otro número” // “Now that my partner and I have written our expression, we can look to see if there are 2 more groups that go together to make 13. If we can’t find any more ways to make 13, then we roll and make another number.”
“Por turnos, con su pareja, encuentren 2 grupos que formen un número y anoten una expresión” // “Take turns with your partner to find 2 groups to make a number and write an expression.”
Activity Synthesis
“En los centros trabajamos con números del 11 al 19. Cuéntenle a su pareja dos cosas que saben sobre estos números” // “We worked with numbers 11-19 in centers. Tell your partner two things that you know about these numbers.”
Lesson Synthesis
Display 14 dots on a 10-frame and:
14
10 and 4
“¿Cuál de estas corresponde al tablero de 10? ¿Cómo lo saben?” // “Which of these matches the 10-frame? How do you know?” (They all match the 10-frame. There are 14 dots. There are 10 dots on the 10-frame and 4 more dots. 10 plus 4 is 14.)
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When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
“Ahora pueden escoger otro centro. También pueden seguir jugando ‘Formar o separar números’” // “Now you can choose another center. You can also continue playing Make or Break Apart Numbers.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
