• “What 2 parts do you see on the 10-frame?” 
• “What 2 parts do you see in each equation? Can you find an equation that shows the same parts that you see in the 10-frame?”

• Invite students to share which equation they matched to the first three 10-frames.
• As students share, ask:
  • “How many counters are on this 10-frame?” (10)
  • “What are the 2 parts that you see?” (5 yellow and 5 red)
  • “There are 10 counters, 5 yellow counters and 5 red counters. 10 is 5 plus 5.”
  • Invite students to chorally repeat these equations in unison 1–2 times.

The purpose of this activity is for students to represent equations on fingers. In this activity, students become more comfortable recognizing and representing compositions and decompositions of 10 on their fingers. In future lessons, students may choose to use their fingers to help them find the number that makes 10 when added to a given number. In the Activity Synthesis, students consider how 2 different drawings can represent the same equation.

• “What are the 2 parts that you see in the equation?” 
• “How can you show the 2 different parts from the equation on the fingers? Which fingers show 1 from the equation? Which fingers show 9?”  

• Write .
• Display a set of hands with 8 fingers colored blue and 2 fingers colored red.
• Display a set of hands with 8 fingers colored red and 2 fingers colored blue.
• “What is the same about how Elena and Tyler colored their hands? What is different about them?” (They both colored 8 and 2. Elena colored 8 blue and 2 red. Tyler colored 8 red and 2 blue.)

The purpose of this activity is for students to choose from activities that offer practice with counting, adding, composing, and decomposing numbers.

Students choose from any previously introduced stage from these centers:

• Shake and Spill
• Counting Collections
• Roll and Add

• “Which center did you choose today? What did you get better at while working in the center?”