Lesson 11

The purpose of this How Many Do You See is for students to recognize and name small groups of dots and describe how they see them. This is the first time the images are quickly flashed instead of being displayed for students to look at for as long as necessary. This encourages students to determine the number of dots without counting. From this point on, images in the How Many Do You See routine will be flashed rather than displayed.

• Groups of 2
• “This time I am going to show you a group of dots very quickly. Be ready to see how many dots there are.”
• Flash the first image.
• “How many do you see? How do you see them?” 

• Flash the image again.
• “Use your fingers to show your partner how many dots you see.”
• 30 seconds: partner work time
• “Tell your partner how many dots you see and how you see them.”
• 1 minute: partner discussion
• Repeat with the second image.

• “How could you tell how many dots there were when I flashed the dots so quickly?”

The purpose of this activity is for students to think of different ways a story can be represented. Students hear the story for the second time. In addition to explaining what the story is about, students also think of ways the class could act out the story. Acting out gives students opportunities to make sense of a context (MP1). Monitor for suggestions of acting out the story with concrete objects such as cubes, fingers, or students, as well as representing the story with pictures. In the activity synthesis, the class acts out the story in one of the ways suggested by the students. 

• Groups of 2
• Display and read the story.
• “What is the story about?”
• 30 seconds: quiet think time
• Share responses
• Read the story again.
• “How can you act out this story?”
• 30 seconds: quiet think time

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

• Read the story together.
• Act out the story as a class using a previously identified suggestion of using concrete objects or pictures.

The purpose of this activity is for students to get enough pencils for each group of students. Students might get enough pencils for the groups by giving one pencil to each person in the group. Students may also notice that the number of students and pencils are the same when they make a group of pencils with one pencil for every student.

• Each group of 4 needs at least 8 pencils.

• Groups of 4
• Give each group access to at least 8 pencils.

• “Work together with your group to get enough pencils so that everyone in your group has one pencil.”
• 2 minutes: small-group work time
• “Put your group of pencils on the table.”
• “How many pencils are in the group you made?”
• “How many people are at your table?”
• “What do you notice?” (There are the same number of pencils and people.)
• “Work with your group to get enough pencils so that each student pictured in your student workbook gets one.”
• 2 minutes: small-group work time

• “I need to get enough pencils so that each student has one. What should I do?” (You should give each student a pencil. You should count the students and see how many there are. Then you can get that many pencils.)

The purpose of this activity is for students to choose from activities that focus on using math tools and recognizing quantities without counting. 

Students choose from any stage of previously introduced centers.

• Connecting Cubes
• Pattern Blocks
• Geoblocks
• Picture Books

• Gather materials from:
  • Connecting Cubes, Stages 1 and 2
  • Pattern Blocks, Stages 1 and 2
  • Geoblocks, Stages 1 and 2
  • Picture Books, Stages 1 and 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

• Invite students to work at the center of their choice.
• 10 minutes: center work time
• “Choose what you would like to work with next.”
• 10 minutes: center work time
• While students work in centers, ask:
  • “What did you do with the connecting cubes, pattern blocks, or geoblocks?”
  • “What groups of things did you see in your book? How many things are there?”