# Lesson 14

Count Out Objects

## Warm-up: How Many Do You See: 5-frames and Fingers (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. When students use the structure of fingers and 5-frames to recognize and describe quantities they look for and make use of structure (MP7).

### Launch

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

### Activity

• Display image.
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

How many do you see?
How do you see them?

### Activity Synthesis

• Display the images of 6 dots in a 5-frame and 6 fingers.
• “What is the same about these? What is different?” (They both show 6. They both have a group of 5. One uses dots and one uses fingers.)

## Activity 1: Toppings on Pizza (10 minutes)

### Narrative

The purpose of this activity is for students to count out objects to match a number. Students recognize numbers 1-10  and count out objects to represent the number. The 5-frame is not shown under each number, but students who need more support in recognizing numbers should have access to the number cards with 5-frames.

Number Cards 0-10 are provided as a blackline master. In this unit, only numbers 1-10 should be provided to students. Zero will be introduced in a future unit. Students will continue to use these cards throughout the year. Consider copying the cards on cardstock or laminating them and keeping them organized in sets to be used repeatedly.

### Required Materials

Materials to Gather

Materials to Copy

• Reference Sheet Numbers (1–10) with 5-Frames
• Number Cards (0-10)

### Required Preparation

• Create a set of number cards from the blackline master for each group of 2. Remove the cards with 0 from the sets.

### Launch

• Groups of 2
• Give each group of students a set of number cards and counters.
• “What is your favorite pizza topping?”
• Display the student book and a number card.
• “If my partner showed me this card, how many pizza toppings should I add to my pizza?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

### Activity

• “Pick a card and show it to your partner. Your partner puts that many pizza toppings on the pizza. Check to make sure your partner put the right number of toppings on the pizza. Take turns until you use all of the cards.”
• 5 minutes: partner work time

### Student Response

If students count out more or fewer objects than the given number, consider asking:

• “Tell me about how many toppings you are putting on the pizza.”
• “When will you stop putting toppings on the pizza?”

### Activity Synthesis

• “How did you know how many toppings to put on your pizza?” (Because we all saw the number 4 and put 4 pieces on our pizza.)
• Display the number 7.
• “I’m going to put the toppings on the pizza. Tell me when I should stop putting toppings on the pizza.”
• Count as you put each counter on the pizza. Do not stop adding counters until the class tells you to.
• If the class tells you to stop after placing 7 counters, ask:
• “Why do I need to stop putting toppings on the pizza?”
• “How many toppings are on the pizza? How do you know?”
• If the class does not tell you to stop placing the counters, place 10-15 counters on the pizza and ask:
• “How many toppings are on my pizza now? How many toppings was I supposed to put on my pizza?”

## Activity 2: Number Posters with Objects (15 minutes)

### Narrative

The purpose of this activity is for students to count out objects to match a number. Students work in small groups to create many different groups with the number on their poster. After students create their posters, they participate in a gallery walk. As students see many different groups of objects representing the same number, they develop their understanding that the arrangement of objects does not affect the number (MP7). Consider establishing a small sound or motion to signal to students when it is time to move from one poster to the next. Students can use math tools that they have been introduced to or classroom objects such as crayons, paper clips, and buttons.
The chart paper with numbers will be used again in the next lesson.

MLR7 Compare and Connect. Synthesis: To amplify student language as they compare, contrast, and connect the groups of objects, encourage students to point to the relevant parts of the displays as they speak.
Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including the tools they will use to create their group poster. If time allows, invite students to share their plan with their whole group before they begin.
Supports accessibility for: Organization, Conceptual Processing

### Required Materials

Materials to Gather

Materials to Copy

• Reference Sheet Numbers (1–10) with 5-Frames

### Required Preparation

• Each group of 2 to 4 students needs a piece of chart paper with a number (1-10) written at the top.

### Launch

• Groups of 2–4
• Give each group of students a piece of chart paper with a number 1-10 written on top. Give students access to math tools and classroom materials.
• “You are going to make a poster with your group. Use things from our classroom to make groups of objects to show the number on your poster.”

### Activity

• 5 minutes: small-group work time
• “Walk around and look at the posters that other groups made. What do you notice? How are the other posters the same as your poster? How are they different?”
• 5 minutes: gallery walk

### Activity Synthesis

• Display a completed number poster.
• “What is the same about all of the groups on this page? What is different?” (All of the groups have 5 objects. There are lots of different objects.)
• If needed, “The number 5 tells me to get 5 things. But I can get 5 cubes or 5 crayons or 5 apples. The number 5 tells us how many.”

## Activity 3: Introduce Bingo, Images and Numbers (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 2 in the Bingo center. Students recognize numbers and identify groups that have the given number of images. The images are presented in a variety of arrangements, such as on fingers, in 5-frames, in lines, or in dot cube arrangements. Students may recognize the number of images or may count the images.

After they participate in the center, students choose from any stage of previously introduced centers.

• Number Race
• Geoblocks
• Math Fingers

### Required Materials

Materials to Gather

Materials to Copy

• Bingo Stages 1-3 Gameboard

### Required Preparation

• Gather materials from:
• Number Race, Stage 1
• Geoblocks, Stages 1 and 2
• Math Fingers, Stages 1 and 2

### Launch

• Groups of 4
• Give each student a game board. Give each group of students counters and a set of cards.
• “We are going to learn a new way to play Bingo. There are new cards that have numbers on them. What do you do each turn when you play Bingo with your group?”

### Activity

• If needed, say: “Flip over a card and put it in the middle where everyone can see it. Put a counter on each square that has the same number of things. Take turns flipping over the cards in the deck. The game ends when someone has 4 counters in a row.”
• 7 minutes: small-group work time
• “Now you can choose another center. You can also continue playing Bingo.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice.
• 8 minutes: center work time
• If time, invite students to choose another center.

Choose a center.

Bingo

Number Race

Geoblocks

Math Fingers

### Activity Synthesis

• Display the Bingo gameboards with counters on all of the groups of 5.
• “What card do you think this group flipped over? How do you know?” (They flipped over the card with the number 5. They covered up the groups with 5 things.)

## Lesson Synthesis

### Lesson Synthesis

“Today we counted out objects to show numbers. What other things could we do to show the number 9?” (We could show 9 fingers. We could draw a picture with 9 things.)

“Let’s practice counting to 20.”

Demonstrate counting to 20. Count to 20 as a class 1-2 times.