# Lesson 17

Ordenemos torres y números

## Warm-up: Actúemoslo: Cena familiar (10 minutes)

### Narrative

The purpose of this warm-up is to allow students to connect language to mathematical representation, and consider different representations for the same quantity. This will be useful when students need to create and compare representations of quantities in a later activity. This warm-up gives students opportunities to make sense of problems (MP1).

### Launch

• Groups of 2
• Display and read the story.
• “¿De qué se trata la historia?” // “What is the story about?”
• 30 seconds: quiet think time
• Share responses.

### Activity

• “¿Cómo pueden mostrar los platos?” // “How can you show the plates?”
• 30 seconds: quiet think time
• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share responses.

### Student Facing

Han está ayudando a su abuelo a poner la mesa para la cena.

Han pone 8 platos en la mesa.

### Activity Synthesis

• As a class, choose two ways to represent the plates in the story.

## Activity 1: Torres de cubos (15 minutes)

### Narrative

The purpose of this activity is for students to make cube towers with a given number of cubes in each tower. Students practice counting out a given number of objects and connecting numbers and quantities. The cube towers will be used again in the next activity and in the next lesson.

Representation: Develop Language and Symbols. Synthesis: Students might need support verifying that the cube tower with 10 cubes does not have 6 cubes. Make connections to the cube tower and the number cards by counting the total number of cubes in the 6 cube tower to verify that there are 6 cubes.
Supports accessibility for: Conceptual Processing, Language

### Required Materials

Materials to Gather

### Required Preparation

Each group of students needs a set of number cards 1-10.

### Launch

• Groups of 2
• Give each group a set of number cards and access to connecting cubes.
• “Vamos a hacer torres de cubos. Primero escojan una tarjeta de números. Después, armen una torre de cubos con ese número de cubos. Cuando ambos compañeros estén de acuerdo en que la torre tiene el número correcto de cubos, escojan otra tarjeta de números y armen la siguiente torre” // “We are going to make cube towers. First, choose a number card. Then build a cube tower with that number of cubes. When both partners agree that the tower has the correct number of cubes, choose another number card and build the next tower. “

### Activity

• 10 minutes: partner work time

### Activity Synthesis

• Display the number 6 and three different cube towers (2, 6, 10).
• “¿Cuál torre corresponde a este número? ¿Cómo lo saben?” // “Which tower matches this number? How do you know?” (6. I counted and there were 6 cubes. I can tell by looking that this one only has 2 cubes and the big one has too many cubes to be 6.)

## Activity 2: Ordenemos torres y números (10 minutes)

### Narrative

The purpose of this activity is for students to put cube towers and numbers in order in a way that makes sense to them. Students may order the towers first and then match the numbers to the towers, match the numbers first and then match the towers to the numbers, or they may order the towers and and the numbers separately. These different strategies are discussed in the synthesis, giving students a chance to articulate different ways they made sense of ordering the towers and numbers (MP3).

MLR8 Discussion Supports. At the appropriate time, give groups 2–3 minutes to plan what they will say when they present to the class. “Practiquen lo que van a decir cuando compartan cómo pusieron sus números/torres en orden. Decidan quién va a explicar cada parte” // “Practice what you will say when you share how you put your numbers/towers in order, and decide who will share each part.”

### Required Materials

Materials to Gather

### Required Preparation

Students need access to number cards 1-10 and the cube towers that they created in the previous activity.

### Launch

• Groups of 2
• Give groups access to number cards and the cube towers created in the previous activity.
• “Pongan sus torres de cubos y sus números en orden de una manera que tenga sentido para ustedes” // “Put your cube towers and numbers in order in a way that makes sense to you.”

### Activity

• 5 minutes: partner work time
• Monitor for a group that puts the towers in order first and another group that puts the numbers in order first.

### Activity Synthesis

• Invite a previously selected group to share how they put their towers in order first and then matched the numbers to each tower.
• “¿Cómo les ayudó poner todas las torres en orden primero?” // “How did it help you to put the towers in order first?” (We started with the smallest tower that only has one cube, and then we kept finding the tower that had one more cube. At the end we just matched the numbers to the towers.)
• Invite a previously selected group to share how they put the numbers in order first and then matched a tower to each number.
• “¿Cómo les ayudó poner todos los números en orden primero?” // “How did it help you to put the numbers in order first?” (We put the numbers in order from 1-10 like when we count. Then we picked up each tower, counted the cubes, and put it next to the number it matches.)

## Activity 3: Centros: Momento de escoger (20 minutes)

### Narrative

The purpose of this activity is for students to choose activities that offer practice with number and counting concepts

• Math Stories
• Math Libs
• Number Race

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

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Math Stories, Stage 1
• Math Libs, Stage 1
• Number Race, Stage 1

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 8 minutes: center work time
• “Escojan qué quieren hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Escoge un centro.

Historias matemáticas

Mi mate-libreta

Carrera con números

### Activity Synthesis

• “Digan una cosa que hicieron bien hoy en los centros. Digan una cosa que quisieran mejorar la próxima vez que trabajen en los centros” // “What is one thing that you did well during centers today? What is one thing that you want to improve the next time you work in centers?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy hicimos torres de cubos que correspondían a cada número. Pusimos las torres y los números en orden” // “Today we made cube towers to match each number. We put the towers and numbers in order.”

Display the cube towers in order from 1–10 with the numbers below each tower.

“¿Qué observan acerca de las torres y los números?” // “What do you notice about the towers and the numbers?” (The towers get bigger as you count. Each tower has one more cube than the one before it. Each number is one more than the number before it.)
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