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Objectives  Identify common ending sounds; generate sounds using consonant blends

Teaching Guide
in alliteration; read and reproduce rhyming words; math terms; compare and contrast; use
picture and context clues Trabalenguas matemáticos
Materials  colored chalk or dry-erase markers; graph paper; crayons or colored pencils

30 minutes, Days 1–3


Build Background
Activate Prior Knowledge  Tell children: Hoy vamos a aprender sobre las
matemáticas y cómo las usamos todos los días. Draw a large circle on the board.
Explain to the class that you are going to present them with a math problem:
Esta es una pizza. ¿Cuántas porciones necesitaríamos para que a cada uno de ustedes les
toque una? Encourage children to count the number of students in the class
to see how many slices are needed. Ask volunteers to give other examples of
how they use math in their daily lives. For instance: Mi papá midió mi estatura. Yo
compartí la mitad de mis dulces con mi hermano.

Introduce the Focus Skill: Ending Sounds  Explain to the class that
some words have the same ending sound. Ex: bata, lata, nata, pata. Turn to p.
27. Tell the class to find the words with the same ending (sobresalto, alto, salto).
Ask children to think of other words that have the ending -ana (gana, hermana,
lana, rana). Point to multiplicar and explicar on p. 22 and write the following on
the board: multi + plicar = ?; ex+ plicar = ? Tell the class that these words are
written like math problems. Guide children to solve the math problems and  
write the complete word.

Acquire New Vocabulary  Point out the bold-faced vocabulary words in the book. Write them on the board. Encourage
children to come up with a way to represent each term through a drawing, a word problem, or an equation. For example, on p. 4,
children could write a simple addition fact to represent sumar such as 2+2=4. Have children share and discuss their representations
with the class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. Tell the class that they are
going to read aloud with you. After reading each page, challenge a volunteer to say the tongue-twister as quickly as possible. For the
pages with a math problem, challenge volunteers to come up with an answer. For example, after reading p. 15, ask: ¿Cuánto es cuatro más
tres? (siete). Review math terms as a class.

60 minutes, Days 4–5

+= Curricular Enrichment: Math  Tell children that they are going to make bar graphs to show what their favorite
pizza topping is. Ask children to vote for one of the following: cheese, ham, pepperoni, mushroom. Write the list of toppings
MATH
on the board and tally the votes next to each one. Then draw a bar graph using different colors of chalk or dry-erase markers.
Distribute crayons or colored pencils and graph paper to the class. Tell children to make their bar graphs using yours as a
reference. Have them use a different color to represent each topping. Guide them to write the toppings on the bottom of the
paper and the number of votes on the left-hand side. When they have finished their bar graphs, ask the class: ¿Cuántos votos
recibió el queso? ¿Cuántos votos más recibió jamón que champiñones? Then challenge children to generate their own math questions
about the bar graph, such as: ¿Qué ingrediente recibió la menor cantidad de votos? ¿Qué ingrediente es el más popular? Discuss how bar
graphs can be used in contexts outside of mathematics.

Home Connection  (Teacher, you may want to photocopy NATIONAL STANDARDS


this activity for children to complete with a family member.)
Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12
Talk with your child about what he/she learned this week. Ask Mathematics: Numbers PK-2.1—PK-2.3; 3-5.1—3-5.3; Algebra PK-2.1—PK-2.4; 3-5.1,
him/her to count the number of steps he/she takes from the 3-5.3, 3-5.4; Geometry PK-2.1—PK-2.4; Measurement PK-2.1—PK-2.2; Data & Analysis
PK-2.1, PK-2.2; 3-5.1, 3-5.3; Problem-Solving PK-12.1—PK-12.4; Reasoning & Proofing
front door to his/her bedroom and from the bedroom to the PK-12.1—PK-12.4; Communication PK-12.1—PK-12.4; Connections PK-12.1—PK-12.3;
bathroom or another room. Then ask: ¿Cuántos pasos tomaste para Representations PK-12.1—PK-12.3
Science: K-4.1—K-4.7
llegar a tu dormitorio? ¿Al baño? Discuss calculating distances with Social Studies:Economics: K-4.1, K-4.3, K-4.11; Geography PK-12.1, PK-12.2
your child. Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6

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