Lesson 12
How Many Are Missing?
Warmup: Which One Doesn’t Belong: 10frames (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 2–3 minutes: partner discussion
 Share and record responses.
Student Facing
Which one doesn’t belong?
Student Response
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Activity Synthesis
 Display image D.
 “How many counters are there?” (10)
 “What parts do you see inside 10?” (4 and 6)
 Write \(10 = 4 + 6\).
 “There are 10 counters, 4 red and 6 yellow. We can write that as 10 is \(4 + 6\).”
 Invite students to chorally repeat the equation in unison 12 times.
Activity 1: Shake, Spill, and Arrange with 10 (10 minutes)
Narrative
The purpose of this activity is for students to compose and decompose 10 in multiple ways. Students shake and spill 10 counters and find an equation to match each composition and decomposition.
Advances: Reading, Speaking
Required Materials
Materials to Gather
Required Preparation
 Each group of 2 needs 1 cup and 10 twocolor counters.
Launch
 Groups of 2
 Give each group of students 10 twocolor counters and a cup.
 “Take turns shaking and spilling all 10 counters. Arrange the counters in the 10frame at the top of your page. Then put a check mark next to the equation that shows the red and yellow counters. If you get the same equation again, put another check mark next to it.”
Activity
 6 minutes: partner work time
Student Facing
\(10 = 5 + 5\)
\(10 = 9 + 1\)
\(10 = 4 + 6\)
\(10 = 2 + 8\)
\(10 = 6 + 4\)
\(10 = 3 + 7\)
\(10 = 1 + 9\)
\(10 = 8 + 2\)
\(10 = 5 + 5\)
Student Response
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Activity Synthesis
 Display \(10 = 8 + 2\)
 “Use your counters to show this equation.”
 “How many counters are there? What are the 2 parts that you see?” (There are 10 counters. There are 8 red counters and 2 yellow counters or 8 yellow and 2 red counters.)
Activity 2: How Many to Fill the 10frame? (10 minutes)
Narrative
The purpose of this activity is for students to find how many counters are needed to fill a 10frame. Students may count the number of empty squares or use counters to fill them. Students may be able to recognize how many counters are needed without counting. With repeated experience composing 10 in many ways, students may begin to know the combinations to make 10 (MP8).
Supports accessibility for: Organization, Attention
Required Materials
Materials to Gather
Launch
 Groups of 2
 Give students access to twocolor counters.
 “Figure out how many counters are needed to fill each 10frame. Write a number to show how many counters are needed to fill it.”
 “Circle the equation that shows the number of counters in the 10frame and the number of counters needed to fill the 10frame.”
Activity
 3 minutes: independent work time
 3 minutes: partner work time
Student Facing

_______________
\(10 = 7 + 3\)
\(10 = 8 + 2\)
\(10 = 5 + 5\)

_______________
\(10 = 8 + 2\)
\(10 = 1 + 9\)
\(10 = 4 + 6\)

_______________
\(10 = 9 + 1\)
\(10 = 5 + 5\)
\(10 = 7 + 3\)

_______________
\(10 = 5 + 5\)
\(10 = 3 + 7\)
\(10 = 2 + 8\)

_______________
\(10 = 9 + 1\)
\(10 = 6 + 4\)
\(10 = 5 + 5\)

_______________
\(10 = 1 + 9\)
\(10 = 2 + 8\)
\(10 = 4 + 6\)
Student Response
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Activity Synthesis
 Display the image of 2 counters on a 10frame.
 “Which equation did you circle for this 10frame? Why?” (I circled \(10 = 2 + 8\) because there are 2 red counters on the 10 frame. There are 8 empty squares, so I need 8 more counters to fill in the 10 frame.)
 Write \(10 = 2 + 8\).
 “What does the 10 in this equation show?” (There are 10 squares in the 10frame.)
Activity 3: Centers: Choice Time (25 minutes)
Narrative
The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.
Students choose from any stage of previously introduced centers.
 Shake and Spill
 Counting Collections
 Roll and Add
Required Materials
Materials to Gather
Required Preparation
 Gather materials from:
 Shake and Spill, Stages 1–3
 Counting Collections, Stage 1
 Roll and Add, Stages 1 and 2
Launch
 “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
Activity
 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
Student Facing
Choose a center.
Shake and Spill
Counting Collections
Roll and Add
Activity Synthesis
 “Have you ever been disappointed when it was time to switch or end centers because you wanted to keep playing? What did you do?”
Lesson Synthesis
Lesson Synthesis
Display a 10frame with 5 red counters.
“Jada spilled 10 counters. Here are the red counters Jada got when she was playing Shake and Spill.”
“How many yellow counters did Jada get? How do you know?” (The yellow counters fit in all the rest of the squares. There are 5 empty squares. She spilled 10 counters so the 10frame should be full.)
Demonstrate filling the 10frame with 5 yellow counters.
“What equation can we use to show Jada’s counters?” (\(10 = 5 + 5\))
If needed, ask “How many counters are on the 10frame? What are the 2 parts that you see?”
Cooldown: Unit 5, Section C Checkpoint (0 minutes)
CoolDown
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