As students explore two-color counters and 5-frames, they likely will create designs or place counters on the 5-frames. As you monitor, consider asking:

• “How many two-color counters are in the 5-frame?”
• “How many red counters do you have?”
• “Do you have enough counters to fill the 5-frame?”

These questions help teachers learn more about each student.

The 5-frame is a useful tool for students to develop a visualization of the number 5. Various arrangements of counters on the frame prompt different visualizations of numbers and strategies for manipulating these numbers in relation to 5. Students will use the 5-frame, and later the 10-frame, throughout the year.

In the Lesson Synthesis, students think about which math tools they would choose for certain tasks (MP5). They also practice saying the verbal count sequence to 10 in preparation for counting objects in an upcoming section. Add variety to the choral count by providing movement. For example, students can count as they clap, stomp their feet, or jump.

Math Community
Tell students that, at the end of the lesson, we will revisit the Math Community poster. Students will be asked to identify specific actions from the “Doing Math” list that they personally experienced during this lesson.

Unlike talking, listening can be difficult to observe. At what points in the lesson did you observe students listening to one another’s ideas today in class? What indicators do you have that they were listening and making sense of what was being said?