Lesson 5

The purpose of this warm-up is to elicit the idea that students can create stories from a picture, which will be useful when students tell their own story problems in a later activity. 

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• “What story could we tell about this picture?” (There were 9 books on the table. Then a girl took away 4. How many books are left on the table?)

The purpose of this activity is for students to learn stage 4 of the center, Math Stories. Students pose and solve addition and subtraction story problems about pictures. Pages of picture books can also be used to help students generate stories. Students write an equation to represent their story problem.

• Groups of 2
• Give each group a set of pictures and recording sheets.
• "We are going to learn a new way to do the Math Stories center. You are going to look at pictures and tell addition or subtraction math stories about them, just like we did in the warm-up. After you tell the story and your partner answers the question, write an equation to match the story.”

• 7 minutes: partner work time
• Monitor for a group who represented their problem with an addition equation and one who represented their problem with a subtraction equation.

• Invite previously identified students to share.
• “How does their equation match their story?”

The purpose of this activity is for students to choose from activities that offer practice organizing and representing data, telling and solving story problems, and adding and subtracting within 10.

• Sort and Display
• Math Stories
• Find the Pair

• Gather materials from previous centers:
  • Sort and Display, Stage 1
  • Math Stories, Stage 4
  • Find the Pair, Stage 2

• Groups of 2
• “Now you 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

• “What is one thing you learned or got better at by working on the center you chose?”