Lesson 3

This warm-up prompts students to notice and wonder about four different math tools, two tools they have previously worked with, and two new tools they will explore in this lesson. The structure of the image is the same as what students will see in the Which One Doesn’t Belong routine that they will be introduced to in a future unit. To prepare for that, the synthesis focuses on comparing the different tools. Listen to the language students use to describe and explain to others how they see the different math tools (MP3, MP6).

• Groups of 2
• Display the image.
• “What do you notice?”
• 30 seconds: quiet think time

• “Tell your partner what you noticed.”
• 1 minute: partner discussion
• “Share something that your partner noticed.”
• Share and record responses.
• “What do you wonder?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “Share something that your partner wondered.”
• Share and record responses.

• “These tools are called two-color counters.”
• If needed, ask “How are these math tools the same? How are they different?”

The purpose of this activity is for students to explore and use two-color counters and 5-frames. Students have an opportunity to explore the tools before they are asked to use them to represent mathematical situations in later lessons. As students work, observe whether students count the two-color counters or use the 5-frames to organize the two-color counters.

5-frames are provided as a blackline master. Students will continue to use these throughout the year. Consider copying them on cardstock or laminating them and keeping them organized to be used repeatedly.

• Groups of 2
• Give each student a 5-frame.
• “As you explore the two-color counters, you will also explore a new tool called a 5-frame.”
• Display the 5-frame.
• “Why do you think we call this a 5-frame?” (Because it has five spaces or squares in it.)
• 30 seconds: quiet think time
• Share responses.
• Give each group of students a container of two-color counters.
• “Let’s explore two-color counters and 5-frames.”

• 10 minutes: independent work time
• “Share one thing you did or made with the two-color counters and 5-frames with your partner.”
• 2 minutes: partner discussion

• Ask 3–4 groups of students to share what they did or made with two-color counters and 5-frames.