Lesson 5

• Groups of 2
• Display the story.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• “This story problem is missing a question. What questions can you ask about the the story?” (How many pattern blocks are left? What kind of pattern blocks did she use?)
• Share and record responses.

The purpose of this activity is for students to match story problems to equations (MP2).

• Groups of 2
• Read the first story problem.
• “Tell your partner what happened in the story.”
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• Reread the first story problem.
• 1 minute: quiet think time

• “Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• 2 minutes: partner discussion
• “Circle the equation that matches the story.”
• 1 minute: independent work time
• 1 minute: partner discussion
• Repeat the steps with the second story problem.

• “In the next activity, you will solve story problems and create your own equations to match them.”

The purpose of this activity is for students to solve Add To, Result Unknown and Take From, Result Unknown story problems. Students fill in an equation, which encourages them to connect the action in the story to the meaning of the \(+\) and \(-\) signs (MP2).

• Groups of 2
• Give students access to connecting cubes or two-color counters, 10-frames, and pattern blocks.
• Read the first story problem.
• “Tell your partner what happened in the story.”
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.

• Reread the first story problem.
• “Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• 2 minutes: partner discussion
• Display \(8 = \underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}\)
• “Lin began writing this equation but didn’t finish it. Finish her equation to show what happened in the story problem.”
• 2 minutes: independent work time
• Repeat the steps with the second story problem. Display \(9 - 3 = \underline{\hspace{1 cm}}\) for students to complete the equation.

• Invite a student who drew symbols such as circles for the second story problem to share.
• “What does 9 mean in the story?” (Elena used 9 pattern blocks to make the train.)
• “Where do you see 9 in _____’s drawing?” (There are 9 circles altogether, to represent the 9 pattern blocks on the train at the beginning.)
• “Where do you see subtraction in _____’s drawing?” (There are some circles crossed out, which means the pattern blocks were taken away, or subtracted.)
• “What does 3 mean in the story?” (Elena put back 3 pattern blocks.)
• “Where do you see 3 in _____’s drawing?” (There are 3 circles crossed out, which represent the 3 pattern blocks that Elena put away.)
• “How many pattern blocks does Elena have now? How do you know?” (6. I counted the circles that aren’t crossed out.)
• Read the equation as 9 minus 3 equals 6.
• “We can write that as \(9 - 3 = 6\).”

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

Students choose from any stage of previously introduced centers.

• Pattern Blocks
• Geoblocks
• Grab and Count
• Find the Pair

• Gather materials from: 
  • Pattern Blocks, Stages 1-7
  • Geoblocks, Stages 1 and 2
  • Grab and Count, Stage 1
  • Find the Pair, Stages 1 and 2

• “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

• “When you work in centers, do you prefer to work by yourself, with a partner, or in a group?”