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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to compare groups of images that are lined up. Students compare which group has more or fewer images.

MLR8 Discussion Supports. Synthesis: To support the transfer of new vocabulary to long-term memory, invite students to chorally repeat these words in unison 1–2 times: “más” // “more” and “menos” // “fewer.”
Advances: Listening, Speaking

Launch

Groups of 2
Display the image from the student book:
“¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (There are people and apples. There are 6 people. How many apples are there? Are there enough apples for each person to get one?)
“¿Alguna vez han ayudado a poner la mesa para una comida o han ayudado a servir una merienda? ¿Qué hicieron?” // “Have you ever helped to set the table for a meal or pass out a snack? What did you do?”

Activity

“¿Hay suficientes sillas para cada persona? ¿Cómo lo saben?” // “Are there enough chairs for each person? How do you know?”
30 seconds: quiet think time
30 seconds: partner discussion
“¿Hay más sillas o personas? ¿Cómo lo saben?” // “Are there more chairs or people? How do you know?”
30 seconds: quiet think time
30 seconds: partner discussion
“Hay más personas que sillas” // “There are more people than chairs.”
“¿Cuántas personas hay? ¿Cuántas sillas hay?” // “How many people are there? How many chairs are there?”
1 minute: independent work time
Share responses.
“5 personas es más que 4 sillas” // “5 people is more than 4 chairs.”
Repeat the steps with each group of images. Switch between asking students “¿Hay más _____ o _____?” // “Are there more _____ or _____?” and “¿Hay menos _____ o _____?” // “Are there fewer _____ or _____?”

Students seated at a table with apples.

Student Response

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Advancing Student Thinking

Activity Synthesis

Display the picture of cups and straws.
“En cada problema, las imágenes estaban organizadas en una fila. ¿Cómo te ayudó esto a descubrir si había suficientes?” // “In each problem the pictures were lined up. How did that help you figure out if there were enough?” (I saw straws right above some of the cups, but then there were no straws left for the rest of the cups. There are cups under straws, and I saw when there were no straws but there were still more cups.)

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to compare groups of images. The images are organized in lines, but the objects are not directly matched, which requires students to match or count the images to compare. Students are asked “Are there enough?” before they compare to encourage them to think about matching the images. In the Activity Synthesis, drawing lines to match the images is highlighted. Matching the images helps students relate the comparisons to the situation they just worked with where the images were already matched (MP7).

Representation: Internalize Comprehension. Students might need support understanding the difference between this activity and the activity they did prior to this one. Begin by telling students that this activity looks similar to the activity they previously did; however, they might notice that the images line up differently here. If time permits, invite students to plan a strategy for how they will determine if there are enough of each item.
Supports accessibility for: Conceptual Processing, Organization

Launch

Groups of 2
Display the student page.
“¿En qué son diferentes estas imágenes a las que vimos en la primera actividad?” // “How are these pictures different from the ones we worked with in the first activity?” (There are different pictures. The pictures aren’t matched up.)

Activity

“¿Hay suficientes cartones de leche para cada estudiante? ¿Cómo lo saben?” // “Are there enough cartons of milk for each student? How do you know?”
30 seconds: quiet think time
30 seconds: partner discussion
“¿Hay más estudiantes o cartones de leche? ¿Cómo lo saben?” // “Are there more students or cartons of milk? How do you know?”
30 seconds: independent work time
30 seconds: partner discussion
“Hay más cartones de leche que estudiantes” // “There are more cartons of milk than students.”
“¿Cuántos estudiantes hay? ¿Cuántos cartones de leche hay?” // “How many students are there? How many cartons of milk are there?”
1 minute: independent work time
“8 cartones de leche es más que 7 estudiantes” // “8 cartons of milk is more than 7 students.”
Repeat the steps with each group of images. Switch between asking students “¿Hay más _____ o _____?” // “Are there more _____ or _____?” and “¿Hay menos _____ o _____?” // “Are there fewer _____ or _____?”
Monitor for students who draw lines to match each image.

Student Response

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Advancing Student Thinking

Activity Synthesis

Invite a previously identified student to share how they drew lines to match.

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Math Stories Stages 1 and 4 Pictures, Spanish

To Gather

Materials from previous centers

Activity Narrative

The purpose of this activity is for students to learn Stage 1 in the Math Stories center. Students take turns asking “how many?” questions about pictures. They work with a partner to count groups of images in different arrangements to answer their questions. For example, students can ask, “How many basketballs are there?” or “How many kids are there?” or “How many shoes are there?” In a future variation of this center, students will record how many images they counted with a written number.

After they participate in the Math Stories center, students choose any previously introduced stage from these centers:

Connecting Cubes
Number Race

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

Launch

Groups of 2
Display a picture from the blackline master.
“Hoy vamos a conocer un centro nuevo llamado ‘Historias matemáticas’. Por turnos, van a hacerle a su compañero preguntas tipo ‘¿Cuántos?’ sobre estas imágenes” // “We are going to learn a new center called Math Stories. You are going to take turns asking your partner ‘how many?’ questions about these pictures.”
“Piensen en una pregunta tipo '¿Cuántos?' que se pueda hacer sobre esta imagen” // “Think of one ‘how many?’ question you can ask about this picture.”
30 seconds: quiet think time
Share and record responses.

Activity

“Cuando trabajen en este centro, deben hacerlo por turnos con su pareja. Un compañero pregunta '¿Cuántos?' y el otro compañero descifra cuántos hay. Cuando estén de acuerdo en cuántos hay, túrnense haciendo preguntas tipo '¿Cuántos?' y descifrando cuántos hay” // “When you work in this center, you will take turns with a partner. One partner will ask ‘how many?’ and the other partner will figure out how many there are. Once you agree on how many there are, take turns asking ‘how many?’ questions and figuring out how many there are.”
5 minutes: partner work time
“Ahora pueden escoger otro centro. También pueden seguir jugando ‘Historias matemáticas’” // “Now you can choose another center. You can also continue playing Math Stories.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
8 minutes: center work time
If time, invite students to choose another center.

Escoge un centro.

Historias matemáticas

Center activity. Math Stories.

Cubos encajables

Center activity. Connecting cubes.

Carrera con números

Center. Number Race.

Student Response

None

Advancing Student Thinking

Activity Synthesis

Display this image from the Math Stories blackline master.
“¿Cuántos pájaros hay en la imagen? Cuéntenle a su compañero cómo lo descifraron” // “How many birds are in the picture? Tell your partner how you could figure it out.”