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Remember these activities are at the end of the online lesson and in purple in the teacher book.
Multiple pages online.

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Use tools on PearsonRealize
Intervention Suggest a Tool
If students don't recognize the numbers on the cards, help them locate the number on a classroom resource (e.g., the number line, calendar, or MWI) and then count from 1 to determine the name of the number.

ELL Provide Opportunities for Practice
Students may need additional practice with number names for numbers 0-20. Use the students' first language to make connections to number words in English. For example, if the student says 12 in their first language, restate the number in English. Point to various numbers and have students practice saying the number names aloud.

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A ten frame is a tool that can help students organize a quantity and also supports counting on. Paired with the number cards that also include ten frames, these tools help students build mental images of decomposing numbers into tens and ones.

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Students will explore connecting cubes, geo blocks, pattern blocks, and power polygons while playing mystery boxes.

Students will count and represent numbers from 1-30.

Students will identify numbers from 1-30.

Students will discuss counting errors and how to avoid them.

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ten frame
represent

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I can count to 30, starting at any number less than 30.
I can read and write numerals in this range.
I can represent numbers from 1 to 30 using ten frames, words, or pictures.
I can explore and name shapes.

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Students will build on their prior knowledge of identifying and counting objects up to 30.

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ten frames

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Use Dialogue Box 3 on page 259 to help guide discussion on whether or not students should find the same or different solutions when counting objects in mystery boxes.

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Students may incorrectly identify numbers.

Students may record numbers incorrectly.

Students may not understand that the solutions for each mystery box has to mat

Students may skip or repeat numbers while counting

Students make mistakes with the sequence

Students may skip or double count objects

Students may not say one number name for each object

Students may not have a system for keeping track of what has and hasn't been counted

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cubes
geoblocks
pattern blocks
* rhombus
*square
*triangle
* trapezoid
*hexagon
power polygons
forward
backward

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1.NBT.A.1
1.NBT.B.2b
1.G.A.2
1.G.A.1

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Start With/Get to
Students are in the beginning stages of learning this routine.
Provide examples that allow students to count forward and backward.

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Classroom Routines Start With/Get To: Start with 1
Activity Introducing Build It: Numbers to 20

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tens
ones

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The teacher will guide students to use the various vocabulary during math workshop.
Students will use forward and backward during opening routine.

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MP5: Use appropriate tools strategically.
MP7: Look for and make use of a structure.
MP2: Reason abstractly and quantitatively.

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Do students recognize the numerals to 20?
*What strategies do they use for numbers they don't know?
How do students represent the number with pennies?
*Do they count from 1?
*Do they use the fact that a row is 5 and one ten frame is 10?
Can students accurately record their work?
*Are they fluent in writing the numbers to 20?

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Questions for Math Workshop
What are the names of the items in your mystery boxes?
How did you make sure you drew the correct number of items?
What other way can you represent the objects in your mystery box?
Tell me how you know there are ___ pennies on your ten frame?
How did you know to fill in your ten frame without counting first?

Questions for Discussion
Do you agree/disagree with the way I am counting the objects?
Why do you agree/disagree with how I counted the objects?
Can you show and explain a good strategy for counting objects correctly?
Can you explain in your own words______'s strategy for counting the objects correctly.
Why might groups have counted different numbers of objects in the mystery boxes?
Do you think groups should find the same solution for each mystery box? Why or Why not?

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Discussion and Daily Practice