Lesson 8

• Groups of 2
• Display the image.
• “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• Display Image D.
• “What are 2 ways to make 6 that you can see with these dots?” (5 and 1, 4 and 2)
• “What other ways can you make 6?” (3 and 3, 1 and 5, 6 and 0, 2 and 4)

The purpose of this activity is for students to ask and answer mathematical questions about their classmates. Students are provided with prompts, such as “Find someone who has more than 5 letters in their name.” They will need to talk to their peers to complete the prompts. If necessary, adjust the prompts to make them more relevant and engaging for your students.

• Give each student a clipboard and a recording sheet.
• “I’m going to give you a prompt like, ‘Find someone who has purple hair.’ Your job is to walk around and talk to different partners until you find someone who has purple hair and ask them to write their name on your sheet.”

• “Find someone who has more than 5 letters in their first name. When you find someone, have them write their name in the first box.”
• 3 minutes: whole-class work time
• Repeat the steps with the rest of the prompts.

• “What did you do to find someone who has less than 5 letters in their first name?” (I asked ___ because I know ___ has only 4 letters. I asked everyone how many letters were in their name until I found ___ who only has 3 letters in their name.)

The purpose of this activity is for students to recognize different ways math is around them in their community. Students find an object or objects that fit particular prompts, such as “Find a group of objects that you could use to fill in a 10-frame.” and “Find 2 objects that you can compare the weight of.” When students identify objects in the classroom that fit different constraints they are taking an important step toward modeling with mathematics (MP4).

• Groups of 2
• Give students access to 10-frames, geoblocks, and solid shapes.
• “Work with your partner to find an object or objects that goes with each prompt.”

• “Find something that you can count.”
• 30 seconds: quiet think time
• 2 minutes: partner work time
• “Now count what you found.”
• 1 minute: partner work time
• Repeat the steps with the rest of the prompts.

• Invite students to share the two objects that they found for the final prompt.
• “How did you compare the length of the objects?” (We could just see that one was longer and one was shorter. We lined them up at the bottom and saw which one stuck out more.)