Lesson 17

The purpose of this warm-up is to allow students to connect language to mathematical representation, and consider different representations for the same quantity. This will be useful when students need to create and compare representations of quantities in a later activity. This warm-up gives students opportunities to make sense of problems (MP1).

• Groups of 2
• Display and read the story.
• “What is the story about?”
• 30 seconds: quiet think time
• Share responses.

• Read the story again.
• “How can you show the plates?” 
• 30 seconds: quiet think time
• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share responses. 

• As a class, choose two ways to represent the plates in the story.

The purpose of this activity is for students to make cube towers with a given number of cubes in each tower. Students practice counting out a given number of objects and connecting numbers and quantities. The cube towers will be used again in the next activity and in the next lesson.

• Groups of 2
• Give each group a set of number cards and access to connecting cubes.
• “We are going to make cube towers. First, choose a number card. Then build a cube tower with that number of cubes. When both partners agree that the tower has the correct number of cubes, choose another number card and build the next tower. “

• 10 minutes: partner work time

• Display the number 6 and three different cube towers (2, 6, 10).
• “Which tower matches this number? How do you know?” (6. I counted and there were 6 cubes. I can tell by looking that this one only has 2 cubes and the big one has too many cubes to be 6.)

The purpose of this activity is for students to put cube towers and numbers in order in a way that makes sense to them. Students may order the towers first and then match the numbers to the towers, match the numbers first and then match the towers to the numbers, or they may order the towers and and the numbers separately. These different strategies are discussed in the synthesis, giving students a chance to articulate different ways they made sense of ordering the towers and numbers (MP3).

• Groups of 2
• Give groups access to number cards and the cube towers created in the previous activity.
• “Put your cube towers and numbers in order in a way that makes sense to you.”

• 5 minutes: partner work time
• Monitor for a group that puts the towers in order first and another group that puts the numbers in order first.

• Invite a previously selected group to share how they put their towers in order first and then matched the numbers to each tower.
• “How did it help you to put the towers in order first?” (We started with the smallest tower that only has one cube, and then we kept finding the tower that had one more cube. At the end we just matched the numbers to the towers.)
• Invite a previously selected group to share how they put the numbers in order first and then matched a tower to each number.
• “How did it help you to put the numbers in order first?” (We put the numbers in order from 1-10 like when we count. Then we picked up each tower, counted the cubes, and put it next to the number it matches.)

The purpose of this activity is for students to choose activities that offer practice with number and counting concepts

• Math Stories
• Math Libs
• Number Race

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

• Gather materials from:
  • Math Stories, Stage 1
  • Math Libs, Stage 1
  • Number Race, Stage 1

• “Today 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

• 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

• “What is one thing that you did well during centers today? What is one thing that you want to improve the next time you work in centers?”