# Lesson 4

Find All the Ways (optional)

## Warm-up: Choral Count: Count On (10 minutes)

### Narrative

The purpose of this warm-up is to count on from a given number. As students count, point to the numbers posted so that students can follow along.

### Launch

• “Let’s count to 60.”
• Count to 60.

### Activity

• “Now, start at the number 9 and count to 20.”
• Count on from 9 to 20.
• Repeat 3–4 times starting with other numbers within 10.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “How did you know what number to say after 9?”
• “We can start counting at numbers other than 1. When we count on, we think about what number comes next when we count.”

## Activity 1: Patterns in Decompositions (10 minutes)

### Narrative

The purpose of this activity is to look for patterns in decompositions. The decompositions in the activity are presented in a way to encourage students to look for patterns, such as one addend getting larger while the other gets smaller, and use this information to determine if there are other possible decompositions. When students look for patterns, they look for and make use of structure (MP7). When they write expressions to represent diagrams they reason abstractly and quantitatively (MP2).

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question, “What pattern do you notice?” This gives both students an opportunity to produce language.

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Andre and Priya snapped a tower with 8 cubes. They used 2 different colors to show how they broke their tower each time. Write an expression to represent the 2 parts that they snapped each tower into.”
• 2 minutes: partner work time
• “Look at the cubes and the expressions. What patterns do you notice?” (There are more yellow each time. There is 1 more yellow and 1 fewer blue each time. The first number in the expression is getting bigger)

### Activity

• 3 minutes: partner discussion

### Student Facing

 expression: _________________________ expression: _________________________ expression: _________________________ expression: _________________________ expression: _________________________ expression: _________________________

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “Did Andre and Priya find all of the ways to break apart the tower of 8 cubes? What makes you think that?” (They could have broken the tower into 6 yellow and 2 blue.)

## Activity 2: Find All the Ways (15 minutes)

### Narrative

The purpose of this activity is for students to find all the different decompositions of 7.

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Find all the different ways you can break apart 7 into 2 parts. Show your thinking using objects, drawings, numbers, or words. ”

### Activity

• 5 minutes: partner work time
• “If you haven’t already, write an expression to show each way that you broke apart 7.”
• 2 minutes: partner work time

### Student Facing

Find all the different ways you can break apart 7 into 2 parts.

Show your thinking using objects, drawings, numbers, or words.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite 2–3 groups to share.
• “How do you know you found all the ways to break apart 7?”
• “Did anyone find another way to break apart 7?”

## Activity 3: Centers: Choice Time (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with addition and subtraction.

Students choose from any stage of previously introduced centers.

• What’s Behind My Back?
• Check It Off
• Find the Value of Expressions
• Bingo
• Shake and Spill

Engagement: Provide Access by Recruiting Interest. Use visible timers or audible alerts to help learners anticipate and prepare to transition between activities.
Supports accessibility for: Social-Emotional Functioning, Organization

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• What’s Behind My Back?, Stage 1
• Check It Off, Stage 1
• Find the Value of Expressions, Stage 1
• Bingo, Stages 1–3
• Shake and Spill, Stages 1–3

### 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.
• 8 minutes: center work time
• “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Choose a center.

What's Behind My Back?

Check it Off

Bingo

Find the Value of
Expressions

Shake and Spill

### Activity Synthesis

• “What is one thing from your work in centers today that you would like to continue to get better at?”

## Lesson Synthesis

### Lesson Synthesis

“Today we looked for patterns to help us find all of the different ways to break apart numbers.”

## Cool-down: Unit 5, Section A Checkpoint (0 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.