Lesson 17

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. Students initially see an image of 10 scattered dots. In the second image, students see the same arrangement of dots with 5 colored red and 5 colored yellow. Students may be able to make an estimate based on the second image because they can see the smaller groups (4 and 1 red, 2 and 3 yellow) and know that 5 and 5 makes 10.

• Groups of 2
• Display the image.
• “What is an estimate that’s too high? Too low? About right?”
• 1 minute: quiet think time

• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• “Let’s look at the same dots in a different way.”
• Display the image.
• “Do you want to revise, or change, your estimates?”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Record responses.
• “There are 10 dots.”

• “How did the second picture help you make an estimate?” (I could see 5 red and 5 yellow. I know that 5 and 5 is 10.)

The purpose of this activity is for students to create a tool that can be used to show different ways to compose and decompose 10. Students use two different colored beads to encourage them to see that 10 can be broken into 2 groups of 5, similar to the 10-frame and fingers. Once students have placed the beads on the pipe cleaner, tie or secure each end so that the beads stay on the pipe cleaner.

• Each student needs a pipe cleaner and 10 beads, 5 beads of one color and 5 beads of another color.

• Give each student a pipe cleaner and 10 beads, 5 beads of one color and 5 beads of another color.
• “We are going to make a tool that will help us work with the number 10.”

• “First, count out 5 red beads and put them on your pipe cleaner.”
• 2 minutes: independent work time
• “Now count out 5 yellow beads and put them on the pipe cleaner.”
• 2 minutes: independent work time
• “Push the beads together in the middle of the pipe cleaner. How many beads do you have?” (10)
• “What groups do you see in your 10 beads?” (5 red and 5 yellow)

• Display a pipe cleaner with 7 beads pushed to one side and 3 beads pushed to the other side.

  

  

• “What groups do you see?” (7 and 3 or 3 and 7)
• “How did you know this group had 7 beads?” (I saw 5 red beads and 2 more yellow beads. I know 5 and 2 is 7.)

The purpose of this activity is for students to compose and decompose 10 using objects, images, and equations. Students work with equations with the total before and after the equal sign.

• Each student needs the bead tool that they created in the previous activity.

• Groups of 2
• “We can use the bead tool we made to show different ways to make and break apart 10. Show your partner one way that you can break apart 10 into 2 groups.”
• “Take turns playing with your partner. Use your beads to show each equation. When your partner shows you their beads, tell them the equation to make 10 and draw a picture to show what the beads look like.”

• 4 minutes: partner work time
• “Fill in each equation to match the pictures of beads. You can use your bead tool if it’s helpful."
• 3 minutes: independent work time

• Display \(2 + 8 = 10\).
• Invite a student to demonstrate \(2 + 8 = 10\) with their beads.
• “What 2 parts do you see? What total do you see?” (2 and 8, 10)
• “How will the beads look different if we show \(10 = 2 + 8\)?" (The beads will look the same. There are still 10. 2 and 8 are still the parts.)

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.

• Shake and Spill
• Number Race
• Grab and Count
• What's Behind My Back?
• Pattern Blocks

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

• Gather materials from:
  • Shake and Spill
  • Number Race
  • Grab and Count
  • What's Behind My Back?
  • Pattern Blocks

• Groups of 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 do next.”
• 10 minutes: center work time

• “If you were going to teach another student how to play _____ center, what would you tell them or show them?”