Lesson 10

The purpose of this How Many Do You See is to build on what students know about place value to make 100 using tens and ones in groups of 25. The progression of the 4 images demonstrates counting by 25. This work will be important in upcoming lessons where students combine coins to make 100 cents or 1 dollar.

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

• Display the image.
• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses as an expression using hundreds, tens, and ones.
• Repeat for each image.

• “Let’s say the value represented by the images in order.” (25, 50, 75, 100)
• “What pattern did you notice when combining the groups of the blocks and the value the blocks represent?” (When there were 2 groups of 25 it made a new ten with no ones left over, but when it was 3 groups of 25 there was a new ten and an extra 5.)

The purpose of this activity is for students to learn stage 2 of the How Are They the Same? center. Students lay 6 shape cards face up. One student picks two cards that have an attribute in common. All students draw a shape that has a shared attribute with the two shapes. Students get a point if they draw a shape that no other student drew. It is possible that students will draw a shape with a different shared attribute than what the original student chose. This can be an interesting discussion for students to have.

• Each group of 2 needs the shape cards used in previous lessons.

• Groups of 4
• Give each group a set of cards and access to scratch paper.
• “We are going to learn a new way to play the How Are They the Same center.”
• “You will lay 6 shape cards face up. One member of your group will pick two cards that have an attribute in common.”
• “Then, all members of the group will draw a shape that has a shared attribute with those two shapes. You get a point if you draw a shape that no other person in your group drew.”
• If needed, play a round with the class.

• 10 minutes: partner work time
• Monitor for shared attributes that are more challenging for students to notice.

• Display two shape cards.
• “What shared attributes do you notice about these two shapes? Draw a shape that also has that attribute.”

The purpose of this activity is for students to choose from activities that focus on working with shapes. 

Students choose from any stage of previously introduced centers.

• How Are They the Same?
• Which One?
• Can You Draw It?

Gather materials from:

• How Are They the Same?, Stage 2
• Which One?, Stage 3
• Can You Draw It?, Stage 2

• “Now you will choose from centers we have already learned. One of the choices is to continue with How Are They the Same.”
• 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 did you like about the activities you worked on today?”