Lesson 11
Count Images (Part 1)
Warmup: Choral Count: Count to 90 and Count On (10 minutes)
Narrative
Launch
 “Let’s count to 90.”
 Count to 90 1–2 times as a class.
Activity
 “Now, start at the number 13 and count to 20.”
 Count on from 13 to 20.
 Record as students count.
 Repeat 3–4 times starting with other numbers within 20.
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 “Take turns counting on with your partner. Tell your partner which number to start counting at and which number to stop counting at.”
Activity 1: Find 10 Ones to Count (10 minutes)
Narrative
 Begin at 1 to count each shape, even after they have circled 10 shapes.
 Circle 10 shapes and know that 10 shapes and 2 shapes is 12 shapes without counting based on experiences in previous lessons.
 Circle 10 shapes and count on from 10 to determine the total number of shapes.
Supports accessibility for: Organization, Conceptual Processing
Launch
 Groups of 2
 Display the images.
 “What do you notice? What do you wonder?” (I notice that there are a lot of triangles in the line. I notice that the triangles are circled in the second picture. I notice that there are 10 triangles and 4 triangles. There are 14 triangles. I wonder why one of them has 10 triangles circled. I wonder if there are 14 triangles in the first picture.)
 30 seconds: quiet think time
 1 minute: partner discussion
 Share and record responses.
 “Circle a group of 10 squares in the first problem.”
 30 seconds: independent work time
 “Share with your partner. Did you both circle the same 10 squares?”
 30 seconds: partner discussion
 “How many squares are there? How do you know?” (13. There are 10 and 3 more.)
 1 minute: quiet think time
 Share responses.
 “Figure out how many shapes there are. You may circle a group of 10 if it can help you figure out how many there are. Write a number to show how many shapes there are.”
Activity
 5 minutes: independent work time
 Monitor for students who use the methods described in the activity narrative to determine how many shapes there are altogether.
Student Facing

There are _______________ squares.

There are _______________ rectangles.

There are _______________ dots.

There are _______________ hexagons.

There are _______________ dots.

There are _______________ triangles.
Student Response
For access, consult one of our IM Certified Partners.
Advancing Student Thinking
 “How many shapes did you circle? How do you know?”
 If students answer 10 without counting, ask, “Can you figure out how many shapes there are without counting the shapes that you circled again?”
Activity Synthesis
 Invite a student who circled 10 shapes and just knew that 10 shapes and _____ shapes is _____ to share.
 “How did circling 10 of the shapes help you figure out how many shapes there were altogether?” (I circled 10 shapes and saw that there were 3 more shapes. I know that 10 and 3 is 13.)
 “10 shapes and 3 shapes is 13 shapes.”
 Invite a student who circled 10 shapes and counted on to determine the total number of shapes to share.
 “How did circling 10 of the shapes help you figure out how many shapes there were altogether?” (I circled 10 shapes. I knew that there were 10 shapes in my circle, so then I counted 11, 12, 13. I didn't have to count the 10 shapes again.)
 As each student shares, record the number of shapes with an equation, such as \(10 + 3 = 13\).
Activity 2: Color to Match Expressions (10 minutes)
Narrative
The purpose of this activity is for students to show the 10 ones and some more ones structure of numbers 11–19 as they color images to match expressions. Once students color in the expressions, they figure out the total number of shapes and fill in an equation. Because students are coloring in the shapes to show \(10 + \underline{\hspace{1 cm}}\), students may count on from 10 to determine the total number of shapes. It is important that students connect their equations to the corresponding representations (MP2). While counting on from 10 is highlighted in the activity synthesis, counting on to determine the total is not an expectation in kindergarten.
Advances: Conversing
Required Materials
Materials to Gather
Required Preparation
 Students need access to at least 2 different colored crayons, colored pencils, or markers.
Launch
 Groups of 2
 Give each student access to at least two different colored crayons.
 “Color the shapes to show each expression. Then complete the equation to show how many shapes there are altogether.”
Activity
 2 minutes: independent work time
 3 minutes: partner work time
 Monitor for students who count on from 10.
Student Facing

Color the squares to show \(10 + 2\).
\(10 + 2 = \underline{\hspace{1.4 cm}}\)

Color the triangles to show \(10 + 8\).
\(10 + 8 = \underline{\hspace{1.4 cm}}\)

Color the hexagons to show \(10 + 4\).
\(10 + 4 = \underline{\hspace{1.4 cm}}\)

Color the circles to show \(10 + 9\).
\(10 + 9 = \underline{\hspace{1.4 cm}}\)
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 Invite a student who counted all of the shapes to share.
 Invite a student who counted on from 10 to share.
 “What is the same and what is different about how _____ and _____ counted the shapes?” (They both counted all shapes. _____ started counting at 1. _____ didn’t count the shapes that they colored because they knew that there were 10.)
Activity 3: Centers: Choice Time (25 minutes)
Narrative
The purpose of this activity is for students to choose from activities that offer practice with addition, subtraction, composing, and decomposing.
Students choose from any stage of previously introduced centers.
 Find the Value of Expressions
 Make or Break Apart Numbers
 Bingo
Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.
Required Materials
Materials to Gather
Required Preparation
 Gather materials from:
 Find the Value of Expressions, Stage 1
 Make or Break Apart Numbers, Stages 1 and 2
 Bingo, Stages 14
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.
Find the Value of the Expressions
Activity Synthesis
 “What did you like about the activities you worked on today?”
Lesson Synthesis
Lesson Synthesis
Cooldown: Unit 6, Section C Checkpoint (0 minutes)
CoolDown
For access, consult one of our IM Certified Partners.