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How many cubes?

Group of connecting cubes.

Record an estimate:

too low	about right	too high

How many cubes?

Ten frame full with connecting cubes. Below, 4 connecting cubes.

Record an estimate:

too low	about right	too high

Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to count to answer “how many?” questions about images displayed on fingers. Students draw a line to the number that shows how many fingers each image shows.

MLR8 Discussion Supports. Pair gestures with verbal directions to clarify the instructions of the activity, demonstrating what it means to draw a line from the fingers to the number that shows the quantity.
Advances: Listening, Representing

Launch

Groups of 2
Display the student page.
“Let’s practice reading numbers.”
Point to and read each written number. Invite students to chorally repeat each written number 1–2 times.
“Now, figure out how many fingers there are. Draw a line from the fingers to the number that shows how many there are.”

Activity

3 minutes: independent work time
2 minutes: partner work time

14
17
13
19
16

Student Response

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Advancing Student Thinking

If students match the first group of fingers with a number other than 16, consider asking:

“How many fingers are there? How do you know?”
“What can you do to help you make sure that you count each finger one time?”

Activity Synthesis

Invite students to share how many fingers are in each image and how they know.

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Grab and Count Stage 1 Recording Sheet

To Gather

10-frames Counting mats Materials from previous centers Pattern blocks

Activity Narrative

The purpose of this activity is for students to learn Stage 1 of the Grab and Count center. Each student grabs a handful of pattern blocks, puts them together, guesses how many there are, and records the guess on their recording sheet. Then they figure out how many pattern blocks there actually are and record the number. Students should have access to 10-frames and counting mats and may use any strategy they choose to figure out the total number of blocks.

After they participate in the Grab and Count center, students choose any previously introduced stage from these centers:

Find the Pair
Tower Build

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

Launch

Groups of 2
Give each student a recording sheet, pattern blocks, and access to 10-frames and counting mats.
“We are going to learn a center called Grab and Count. Let’s play one round together.”
Choose a student to be your partner.
“First, we both grab a small handful of pattern blocks and put them together.”
Demonstrate grabbing a handful of blocks and putting them together with your partner’s blocks.
“Now we each guess how many blocks we have and write down the number.”
"Ask your partner for their guess and then think aloud as you make your own guess. For example, you might say, 'There are a lot of blocks. It looks like there are more than 10. I think I will guess 15.'”
Demonstrate recording your guess on the recording sheet.
“Now we take turns figuring out how many pattern blocks there are. When you both agree on how many pattern blocks you have, write this number on your recording sheet.”
Demonstrate taking turns counting and writing the number of blocks on the recording sheet.
“Then you can put those pattern blocks back and play again.”

Activity

5 minutes: partner work time
“Now you can choose another center. You can also continue playing Grab and Count.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
10 minutes: center work time
If time allows, invite students to choose another center.

Choose a center.

Grab and Count

Find the Pair

Center. Find the pair.

Tower Build

Center activity. Tower Build.

Activity Synthesis

Display 18 pattern blocks.
“How many pattern blocks do you think are here? How did you make your guess?”
“Did it get easier to guess as you played more rounds? Why or why not?”