# Lesson 4

Add with Objects

## Warm-up: Questions About Us: Bird or Fish? (10 minutes)

### Narrative

The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students may use the structure of the chart to determine how many students made each choice (MP7). In this warm-up, students count two groups to find the total. Students have an opportunity to hear and practice the count sequence.

### Required Materials

Materials to Copy

• Questions About Us Chart 5-Frame Template

### Required Preparation

• Cut out enough 5-frames to make a chart with a space for each student to answer the survey question.

### Launch

• Groups of 2
• Display the Questions About Us chart.
• “Would you rather be a bird or a fish?”
• 30 seconds: quiet think time
• Record each student’s choice with a circle in a 5-frame.

### Activity

• “How many students would rather be a bird? How do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “How many students would rather be a fish? How do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.

### Activity Synthesis

• “How can we find out how many students chose bird or fish?” (We can count both groups together. We can count all the circles.)
• Count each circle together.
• “How many students chose bird or fish?”

## Activity 1: Add Counters (10 minutes)

### Narrative

The purpose of this activity is for students to represent the action of addition with counters. Students begin with 1 group of counters and add more counters. Students count to find the total number of counters after more were added.

Representation: Develop Language and Symbols. Students may benefit from using different colors to represent the counters they started with and the counters they added on to the 5-frame. Make connections between the counters that represent the amount they started with and the different colored counters that represent the amount they added on to the 5-frame.
Supports accessibility for: Organization, Visual-Spatial Processing

### Required Materials

Materials to Gather

### Launch

• Give each student at least 10 counters and access to 5-frames.
• “Count out 3 counters. You can use a 5-frame if it is helpful.”
• 30 seconds: independent work time
• “Now add 4 more counters.”
• 30 seconds: independent work time
• “How many counters are there altogether?”
• Write “There are 7 counters altogether.”
• “This sentence now says ‘There are 7 counters altogether.’”
• “We are going to continue to work on problems where we add more counters to the group we started with. Let’s add and find the total number of counters.”

### Activity

• Read each prompt to students. Pause between each line to give students time to count out and add the counters and write the total on the line.
• As students work, ask:
• “Where are the counters you started with? Where are the counters you added?”
• “How did you find out the total number of counters?”
• 5 minutes: whole-group work time

### Student Facing

1. Count out 2 counters.
Add 2 more counters.

There are

counters altogether.

2. Count out 5 counters.
Add 3 more counters.

There are

counters altogether.

3. Count out 2 counters.
Add 4 more counters.

There are

counters altogether.

4. Count out 6 counters.
Add 3 more counters.

There are

counters altogether.

### Student Response

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### Activity Synthesis

• Display 3 counters.
• “I have 3 counters. I am going to add 4 more counters to the group.”
• Add 4 more counters.
• “3 counters and 4 counters is 7 counters.”

## Activity 2: Introduce 5-Frames, Add (10 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the 5-Frames center. Students begin with 5 counters on a 5-frame and add more to this group. Then they find the total number of counters. The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use in future activities and lessons.

MLR8 Discussion Supports. Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class. Before asking, “How many counters does Diego have altogether?” invite students to rehearse with a partner.
Advances: Speaking

### Required Materials

Materials to Gather

Materials to Copy

• Number Mat 1–5

### Required Preparation

• Each group of 2 needs 1 connecting cube.

### Launch

• Groups of 2
• Give each group 1 connecting cube, 10 counters, and a number mat.
• “We are going to learn a new center called 5-frames.”
• Display a 5-frame filled with 5 counters.
• “For each round in this game, you will begin by filling the 5-frame at the top of your recording sheet. Then you will roll the cube onto the number mat to see how many counters you will add. One partner rolls the cube and the other adds the counters.”
• Invite a student to be your partner and roll the cube onto the number mat.
• “My partner rolled a 4 so I am going to add 4 more counters.”
• Demonstrate adding counters under the 5-frame, with each additional counter lined up with the counters above.
• “Once you have added the counters, figure out the total number of counters and write the number on the recording sheet.”
• Demonstrate counting to find the total and write the number 9 on the recording sheet.
• “Now you will play with your partner. Take turns rolling the cube and adding the counters.”

### Activity

• 5 minutes: partner work time

### Student Response

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### Activity Synthesis

• Display a full 5-frame and 5 more counters.
• “What number did Diego roll? How many counters did he add to the 5-frame?”
• “How many counters does Diego have altogether?”
• “5 counters and 5 counters is 10 counters. 5 and 5 is 10.”

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

### Narrative

The purpose of this activity is for students to choose from activities that offer practice adding with objects and images, writing numbers, and describing and building with shapes.

Students choose from any stage of previously introduced centers.

• 5-Frames
• Roll and Add
• Math Libs
• Match Mine

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• 5-Frames, Stage 1
• Roll and Add, Stage 1
• Math Libs, Stage 1
• Match Mine, Stage 1

### Launch

• “Today we are going to choose from centers we have already learned. You can also continue playing 5-frames.”
• 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

Choose a center.

5-frames

Roll and Add

Math Libs

Match Mine

### Activity Synthesis

• “How did you choose which centers to participate in today? Will you choose different centers next time? Why or why not?”

## Lesson Synthesis

### Lesson Synthesis

Display a 5-frame with 5 counters.

“Today we used counters to add. I have 5 counters in my 5-frame and I need to add 3 more. Tell your partner what that means. What do I need to do?” (It means to put 3 more counters with the group of 5.)

## Cool-down: Unit 4, Section A Checkpoint (0 minutes)

### Cool-Down

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