Lesson 10

The purpose of this warm-up is for students to consider concepts of number in a familiar context. The synthesis focuses on knowing that one more is the next counting number.

• Groups of 2
• Display the completed Questions About Us chart from a previous lesson.
• “What do the circles represent?”

• “How can we figure out how many students like apples better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “How many students like apples better?”
• “How can we figure out how many students like bananas better?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “How many students like bananas better?”

• “1 student forgot to vote. They chose bananas. How many people chose bananas now?”

The purpose of this activity is for students to find groups that have more images than a given group. Students can compare in any way that makes sense to them. Students describe the comparisons using “more”, “fewer”, or “the same number.” In the synthesis, students use mathematical vocabulary precisely to discuss how different ways of counting can help to compare the number of images in groups (MP6).

• Groups of 2
• Display the image at the top of the student book.
• “How many dots are there?” (4)
• 30 seconds: quiet think time
• Share responses.
• “Look at the groups below. Circle the 3 groups that show more than 4. For each group that you circle, tell your partner a statement using ‘more’ and a statement using ‘fewer’.”

• 3 minutes: partner work time
• Monitor for students who count to help them find groups of images that show more.
• “Look at the groups below. Circle the three groups that show fewer than 6. For each group that you circle, tell your partner a statement using ‘more’ and a statement using ‘fewer’.”
• 3 minutes: partner work time

• Display 6 dots in a 5-frame.
• “How many dots are there?” (6)
• “How do you know this shows more than 4?” (I counted 4 and there were more left over. 6 comes after 4 when we count so it is more.)
• Invite students to chorally repeat these words or phrases in unison 1-2 times:
  • “6 is more than 4.”
  • “4 is less than 6.”
• “Are there any groups that show the same number of things? Which ones?” (There are 6 dots on the 5-frame and 6 dots. There are 4 dots and 4 fingers.) 

The purpose of this activity is for students to learn stage 2 of the Less, Same, More center. Students compare groups of images in different arrangements. The activity synthesis highlights that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in the count sequence. This idea will be revisited in future sections and units. Students need repeated experiences comparing groups of objects, images, and numbers to be able to notice, articulate, and use the connection between the counting sequence and comparing the size of numbers (MP7, MP8).

The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future activities and lessons.

• Create a T-chart labeled "Fewer than 5" and "More than 5".

• Groups of 2
• Give each group of students a set of cards.
• “We are going to learn a new way to play the Less, Same, More center.”
• Display the student page.
• “How many dots are in the box?” (5)
• 30 seconds: quiet think time
• Share responses.
• Display an image card.
• “How many dots are there?”
• 30 seconds: quiet think time.
• Share responses.
• “Are there fewer, the same, or more than 5? How do you know?”
• Point to each part of the mat as you explain: “If it shows fewer than 5, put the card on the left. If it shows the same number, put the card in the middle. If it shows more, put the card on the right.”
• “Choose a card, figure out how many things are on the card, and figure out if the image shows fewer, the same, or more than 5 images.”

• 7 minutes: partner work time

• Display t-chart labeled ‘Fewer than 5’ on the left and ‘More than 5’ on the right.
• “Choose a card that shows fewer than 5. How many things are on your card?”
• 30 seconds: partner work time
• Share responses.
• Write the numbers on the left side of the t-chart as students share.
• Repeat for cards that show more than 5.
• Read the numbers on each side of the chart. 
• “What do you notice? What do you wonder?” (It sounds like you are counting. The numbers you say before 5 are all together on one side and the numbers you say after 5 are on the other side.)

The purpose of this activity is for students to choose from activities that offer practice counting and comparing groups of objects and images.

Students choose from any stage of previously introduced centers.

• Less, Same, More
• Bingo
• Math Stories
• Connecting Cubes
• Number Race

• Gather materials from:
  • Less, Same, More, Stages 1 and 2
  • Bingo, Stage 1
  • Math Stories, Stage 1
  • Connecting Cubes, Stages 1-3
  • Number Race, Stage 1

• “Today we are going to choose from centers we have already learned. You can also keep playing Less, Same, More. Instead of always having 5 dots at the top, you can choose another card to put at the top. So if you put a card with 7 dots at the top, you would figure out if each card has more, the same number, or fewer than 7.”
• Display the center choices in the student book.
• “Think about what you would like to do first.”
• 30 seconds: quiet think time

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

• “Which center was challenging for you today? What made it challenging?”