# Lesson 10

Are There Enough?

## Warm-up: How Many Do You See: Building On (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to recognize and name small groups of dots and describe how they see them. In the synthesis, students orally describe how they see the dots. Students may notice that the images are the same, with one additional dot.

### Launch

- Groups of 2
- Display the first image.
- “How many dots do you see? How do you see them?”
- 30 seconds: quiet think time

### Activity

- “Use your fingers to show your partner how many dots you see.”
- 30 seconds: partner work time
- “Tell your partner how many dots you see and how you see them.”
- 1 minute: partner discussion
- Record responses.
- Repeat with the second image.

### Student Facing

How many do you see?

How do you see them?

### Student Response

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### Activity Synthesis

- “Did anyone see the dots the same way but would explain it differently?”

## Activity 1: Act It Out: Four Little Speckled Frogs (Part 1) (10 minutes)

### Narrative

The purpose of this activity is for students to be introduced to a new story. Students make sense of and orally explain what the story is about.

*MLR8 Discussion Supports.*Listen for and clarify any questions about the context.

*Advances: Listening, Speaking*

### Launch

- Groups of 2
- Display and read the story.

### Activity

- “What is the story about?”
- 30 seconds: quiet think time
- Share responses.
- Read the story again.
- Read the story together.

### Student Facing

4 little speckled frogs sat on a speckled log,

eating the most delicious bugs. Yum! Yum!

1 jumped into the pool, where it was nice and cool.

Now there are 3 green speckled frogs. Glub! Glub!

### Student Response

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### Activity Synthesis

- “We will come back to this story tomorrow and think about what happens in the story and how we can act it out.”

## Activity 2: Are There Enough? (10 minutes)

### Narrative

The purpose of this activity is for students to determine if there are enough pencils and erasers for each student in their group to get one. Students can do this in any way that makes sense to them. The synthesis will focus on determining if there are enough by giving one object to each student in the group.

*Engagement: Internalize Self Regulation.*Remind students that they want to find out if there will be enough pencils and erasers for each student. Acknowledge that it is okay if someone does not get an item.

*Supports accessibility for: Social-Emotional Functioning*

### Required Preparation

- Each group of 4 needs 4 pencils and 3 erasers.

### Launch

- Groups of 4
- Place 4 erasers and 3 pencils at each table of 4 students.
- “Are there enough pencils at your table for each student to get one?”
- 30 seconds: quiet think time

### Activity

- “Share your ideas for how you can figure out if there are enough pencils. Then, find out if there are enough pencils.”
- 2 minutes: small-group work time
- Share responses.
- “Are there enough erasers at your table for each student to get one?”
- 30 seconds: quiet think time
- “Share your ideas for how you can figure out if there are enough erasers. Then, find out if there are enough erasers.”
- 2 minutes: small-group work time
- Share responses.
- Monitor for students who give each student one pencil and one eraser to see if there are enough.

### Student Response

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### Activity Synthesis

- Invite previously identified students to share.
- “How did you find out if there were enough erasers?” (We tried to pass out one eraser to each person, but not everyone got one.)

## Activity 3: Centers: Choice Time (25 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that focus on using math tools and recognizing quantities without counting.

Students choose from any stage of previously introduced centers.

- Connecting Cubes
- Pattern Blocks
- Geoblocks
- Picture Books

### Required Materials

Materials to Gather

### Required Preparation

- Gather materials from:
- Connecting Cubes, Stages 1 and 2
- Pattern Blocks, Stages 1 and 2
- Geoblocks, Stages 1 and 2
- Picture Books, Stages 1 and 2

### Launch

- “Today we are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “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.
- 10 minutes: center work time
- “Choose what you would like to do next.”
- 10 minutes: center work time
- While students work in centers, ask:
- “What did you do with the connecting cubes, pattern blocks, or geoblocks?”
- “What groups of things did you see in your book? How many things are there?”

- Monitor for student work that can be discussed during the synthesis (picture book pages, pattern block designs, or connecting cube buildings).

### Student Facing

Choose a center.

Geoblocks

Connecting Cubes

Pattern Blocks

Picture Books

### Activity Synthesis

- Invite previously selected students to share their work.
- “Tell your partner about _____’s work.”
- Invite students to share what their partner said about the student work.

## Lesson Synthesis

### Lesson Synthesis

Select 4 students to stand together in the front of the room.

“Today, we figured out if we had enough pencils and erasers for everyone in our group. Now we are going to see if there are enough markers for everyone in this group.”

Give 1 marker to each student in the group. Show one marker remaining in your hand.

“Are there enough markers for everyone in the group? How do you know?” (There are enough. Everyone has one. There is one extra. There are too many.)

## Cool-down: Unit 1, Section C Checkpoint (0 minutes)

### Cool-Down

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