Lesson 10

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.

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

• “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.

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

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.

• Groups of 2
• Display and read the story.

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

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

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.

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

• 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

• “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.

• 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.)

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

• 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

• “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

• 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).

• 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.