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 chenille stem, tie or secure each end so that the beads stay on the chenille stem.

• Display a chenille stem 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 that have the total before and after the equals sign.

• Display .
• Invite a student to demonstrate 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 ?" (The beads will look the same. There are still 10. The parts are still 2 and 8.)

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

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