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K-5 Grade 1 Unit 7 Lesson 12

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•K-5 Math 6-8 Math 9-12 Math

Course

Kindergarten •Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 •Unit 7 Unit 8

Lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 •Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18

K-5
6-8
9-12

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

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Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18

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Curriculum

IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Lesson 12

Warm-up Activity 1 Activity 2 Lesson Synthesis

Unit 7, Lesson 12

Center Day 2

Grade 1

Warm-up

Instructional Routines

How Many Do You See?

Materials

None

Activity Narrative

The purpose of this How Many Do You See? is to allow students to use subitizing or grouping strategies to describe the images they see.

Launch

Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time

Activity

Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Repeat for each image.

How many do you see?
How do you see them?

Ten frame, 8 triangles. Ten frame, 5 triangles.

Ten frame, 8 triangles. Ten frame, 7 triangles.

Ten frame, 8 triangles. Ten frame, 7 triangles. Ten frame, 5 triangles.

Student Response

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Advancing Student Thinking

Activity Synthesis

“Did anyone see the triangles the same way but explained it differently?”

Activity 1

Standards Alignment

Building On

Addressing

1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.

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Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Centimeter Dot Paper - Standard

To Gather

Materials from a previous lesson

Activity Narrative

The purpose of this activity is for students to learn Stage 1 of the Can You Draw It? center. Students describe and draw two-dimensional shapes. One student secretly picks a shape card and describes the shape to their partner, who draws it, based on the description. Together they compare the shape that was drawn to the shape on the card. If the student has drawn the shape correctly, they keep the card. The partner with the most cards at the end of the game wins. Before playing, remove any cards that do not show a triangle or quadrilateral.

Launch

Groups of 2
Give each group a set of cards and dot paper.
“We are going to learn a new center called Can You Draw It? You will pick a card without showing it to your partner and describe the shape on the card so your partner can draw it.”
Display one of the cards.
“How can we describe this shape?” (It has 4 sides. The top and the bottom are longer than the sides. It has square corners.)
“When your partner is done drawing the shape, show them the card. If your partner has drawn the correct shape, they keep the card. Take turns describing and drawing shapes. The person with the most cards at the end of the game wins.”

Activity

10 minutes: partner work time

None

Student Response

None

Advancing Student Thinking

Activity Synthesis

“How did your partner describe the shapes to make it easier for you to draw them correctly?”

Activity 2

Standards Alignment

None

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from previous centers

Activity Narrative

The purpose of this activity is for students to choose from activities that offer practice adding and subtracting or working with shapes. Students choose from previously introduced stages of these centers:

Picture Books
Match Mine
Capture Squares
Target Numbers

Launch

Groups of 2
“Now 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

Choose a center.

Picture Books

Center. Picture Books.

Match Mine

Center. Match Mine.

Capture Squares

Center. Capture Squares.

Target Numbers

Center. Target Numbers.

Student Response

None

Advancing Student Thinking

Activity Synthesis

“What is something you like about the centers you chose?”

Lesson Synthesis

“Describe a time during centers today when you learned something by listening carefully to your partner or someone in your class.”

Standards Alignment

Building On

Addressing

1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., ); decomposing a number leading to a ten (e.g., ); using the relationship between addition and subtraction (e.g., knowing that , one knows ); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent ).

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Building Toward

to access Student Response.