# Lesson 2

Count and Compare Collections (optional)

## Warm-up: How Many Do You See: 10 and Some More (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 the 10-frame to determine how many dots there are they look for and make sure of structure (MP7).

### Launch

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

### Activity

• Display the image.
• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

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

### Activity Synthesis

• “How is the 10-frame helpful when figuring out how many dots there are?” (I know that there are 10 dots on the 10-frame and 10 and 5 is 15. I start counting at 10 and count the rest of the dots.)

## Activity 1: Counting Collections (10 minutes)

### Narrative

The purpose of this activity is for students to count collections of up to 20 objects and represent their count with drawings and numbers (MP2).

Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including the tools they will use to figure out how many objects are in their collection.
Supports accessibility for: Conceptual Processing, Organization

### Required Materials

Materials to Gather

### Required Preparation

• Each student needs a collection of 11–20 objects.

### Launch

• Give each student a collection of objects and access to 10-frames.

### Activity

• “How many objects are in your collection? Show your thinking using drawings, numbers, or words.”
• 3 minutes: independent work time
• “If you haven’t already, write a number to show how many objects are in your collection.”
• 2 minutes: independent work time
• Monitor for students who organize their collections in different ways to share in the synthesis.

### Student Facing

How many objects are in your collection?
Show your thinking using drawings, numbers, or words.

_______________

### Activity Synthesis

• Invite 2–3 previously selected students to share how they organized their objects.
• “What is the same about how the objects are organized? What is different?”
• Then, for each collection shared, ask: “How did _____ know there were __ objects in their collection?”

## Activity 2: Comparing Collections (15 minutes)

### Narrative

The purpose of this activity is for students to compare groups of up to 20 objects. Students count and represent a new collection of objects and then determine which collection has more objects. If a student's collection was shared in the previous activity synthesis, give that student a new collection of objects for this activity.

MLR8 Discussion Supports. Invite students to pair gestures with verbal explanations as they figure out which collection has fewer objects.

### Required Preparation

• Students need their collection of objects and representation from the previous activity.

### Launch

• Groups of 2
• “Switch your collection with your partner.”

### Activity

• “How many objects are in your new collection? Show your thinking using drawings, numbers, or words.”
• 3 minutes: independent work time
• “If you haven’t already, write a number to show how many objects are in your collection.”
• 2 minutes: independent work time
• “Compare your collection with your partner. Figure out which collection has fewer objects.”
• 3 minutes: partner work time
• Monitor for a pair of students who both used a 10-frame to organize and represent their collection and then used the 10-frame to help them compare collections.

### Student Facing

How many objects are in your collection?
Show your thinking using drawings, numbers, or words.

_______________

### Activity Synthesis

• Invite previously identified students to share.
• “Whose collection has more objects? How do you know?” (_____ has more. They both have a full 10-frame so I just looked at the other objects.)

## Activity 3: Centers: Choice Time (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.
• Less, Same, More
• Math Fingers
• Tower Build
• Math Stories
• Which One
Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Less, Same, More
• Math Fingers
• Tower Build
• Math Stories
• Which One

### Launch

• Groups of 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

### Activity

• 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

Choose a center.

Less, Same, More

Math Fingers

Tower Build

Math Stories

Which One

### Activity Synthesis

• “If you were going to teach another student how to play ________ center, what would you tell them or show them?”

## Lesson Synthesis

### Lesson Synthesis

Draw two representations or display two similar student-created representations.
“Compare the groups of objects. Explain how you know which group has more objects.” (I know that 16 is more than 13. I see 10 on top and 10 in the 10-frame, so I looked at the extra circles. 6 is more than 3, so that one must have more.)