Lesson 7

The purpose of this Choral Count is to invite students to practice counting forward by 1 and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students may count on to add.

When students notice patterns such as the 0–9 pattern in the ones place, as well as the pattern in the tens place they are making use of the base-ten structure (MP7).

• “Count by 1, starting at 40.”
• Record as students count.
• Stop counting and recording at 62.

• “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

• “Who can restate the pattern in different words?”
• “What number comes after 62? How do you know?”

The purpose of this activity is for students to learn a new center called Compare. Both partners flip over a card with an addition or subtraction expression within 10. The partner whose card has the greater value takes both cards. The game is over when each partner runs out of cards to flip over. The partner with the most cards wins.

• Create a set of Addition Fact Cards to 10 and Subtraction Fact Cards to 10 from the blackline master for each group of 2.

• Groups of 2
• Give each group a set of addition and subtraction cards and access to connecting cubes or two-color counters.
• “We are going to learn a new game called Compare. Let’s play a round together. You can all play as my partner.”
• “Each person flips over a card with an expression. The person who has the card with the greater value takes both cards. If the cards have the same value, flip over two new cards.”
• Flip over one card for you and one for the class.
• “What is the value of my card and how do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “What is the value of your cards and how do you know?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “I (You) take both cards. Then we each flip over a new card and play again. The game is over when you run out of cards to flip over. The winner is the person who has more cards at the end of the game.”

• 10 minutes: partner work time 

• Display cards with \(7 - 2\) and \(2 + 3\).
• “Which card has the greater value?” (They have the same value. They are both 5.)
• “We could write \(7 - 2 = 2 + 3\) because these cards have the same value.”

The purpose of this activity is for students to choose an activity to work on that focuses on addition and subtraction within 10. Students choose from any stage of previously introduced centers.

• Number Puzzles
• Find the Pair
• Compare

• Gather materials from previous centers:
  • Number Puzzles, Stage 1
  • Find the Pair, Stage 2
  • Compare, Stage 1

• 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 activity you chose?”