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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Write Numbers 1, 2, and 3 Gameboards

To Gather

Dry erase markers Sheet protectors

Activity Narrative

The purpose of this activity is for students to be introduced to the formation of the numbers 1, 2, and 3. The teacher writes and explains how to form each number. Students trace the numbers in their books. Then students learn a game called Tic Tac Numbers, where they continue to trace numbers on a gameboard, trying to trace three numbers in a row.

Launch

Groups of 2
“Hemos visto números. Ahora van a practicar cómo escribirlos” // “We’ve been seeing numbers and now you’re going to practice writing them.”
Demonstrate writing “1.”
“Este es el número 1. Empiezo en la parte de arriba y dibujo una línea recta hacia abajo” // “This is the number 1. I start at the top and draw a line straight down.”
“Usen uno de sus dedos para dibujar el número 1 en el aire. Ahora usen su dedo para dibujar el número 1 en su pupitre” // “Use your finger to draw the number 1 in the air. Now use your finger to draw the number 1 on your desk.”
30 seconds: independent work time
“Usen su dedo para trazar el número 1 en su libro. Ahora tracen el número 1 con su lápiz” // “Use your finger to trace the number 1 in your book. Now trace the number 1 with your pencil.”
1 minute: independent work time
Repeat the steps with the numbers 2 and 3.
Give each group 2 dry erase markers in different colors and the gameboards.

Activity

“Ahora vamos a jugar un juego con los números que acabamos de escribir. El juego se llama ‘Tres números en línea’. Juguemos una ronda juntos” // “Now we will play a game with the numbers we just wrote. The game is called Tic Tac Numbers. Let’s play one round together.”
Display one of the gameboards and ask one student to be your partner.
“Vamos a usar diferentes colores para trazar los números en el tablero. En cada turno, cada uno de nosotros traza un número. Gana la persona que trace tres números que estén en línea de lado a lado, de arriba abajo o en diagonal” // “We are going to use different colors to trace over the numbers on the board. We can each trace one number on each turn. Whoever traces three numbers in a row wins. The numbers can go across, down, or diagonal.”
Play one round with your partner and ask the class if they have questions before they play.
“Ahora van a jugar ’Tres números en línea’ en tres tableros de juego distintos” // “Now you will play Tic Tac Numbers on three different gameboards.”
5 minutes: partner work time

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“Vamos a seguir escribiendo números en la siguiente actividad” // “We will continue writing numbers in the next activity.”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Write Numbers 4 and 5 Gameboards

To Gather

Dry erase markers Sheet protectors

Activity Narrative

The purpose of this activity is for students to be introduced to the formation of the numbers 4 and 5. Students learn the formation and trace each number. Then they play Tic Tac Numbers with the numbers 4 and 5.

Launch

Groups of 2
“Escribamos más números” // “Let’s write more numbers.”
Demonstrate writing “4.”
“Este es el número 4. Empiezo en la parte de arriba y dibujo una línea recta hasta la mitad. Después, dibujo otra línea recta hacia la derecha. Levanto mi lápiz y vuelvo a la parte de arriba. Dibujo una línea recta hasta abajo” // “This is the number 4. I start at the top and draw a straight line to the middle, then another straight line to the side. Now I pick up my pencil and go back up to the top. I draw a straight line all the way down.”
“Usen uno de sus dedos para dibujar el número 4 en el aire. Ahora usen su dedo para dibujar el número 4 en su pupitre” // “Use your finger to draw the number 4 in the air. Now use your finger to draw the number 4 on your desk.”
30 seconds: independent work time
“Usen su dedo para trazar el número 4 en su libro. Ahora tracen el número 4 con su lápiz” // “Use your finger to trace the number 4 in your book. Now trace the number 4 with your pencil.”
1 minute: independent work time
Repeat the steps with the number 5.
Give each group 2 dry erase markers and the gameboards.

Activity

“Ahora vamos a jugar ‘Tres números en línea’ con los números 4 y 5 en nuestros tableros de juego” // “Now we will play Tic Tac Numbers with 4 and 5 on our gameboards.”
5 minutes: partner work time

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“¿Tienen alguna estrategia para lograr tres en línea?” // “Did you have a strategy to get three in a row?”(I always chose the space in the middle first. I just tried to block my partner from getting three in a row.)

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Assessment Access

Lesson 7

Escribamos los números del 1 al 5 (Optional)

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

K.CC.A.3

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

K.CC.A.3

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

K.CC.B.4

Building Toward