standard_description: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
problem_activity: Narrative
The purpose of this activity is for students to participate in a gallery walk in which they see a variety of ways the flat shapes have been sorted. Student discuss with their partner what they notice about how their classmates sorted the shapes (MP3).
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Display each group's work from the previous activity.
Launch
Groups of 2
“We are going to do a gallery walk to look at different ways we have sorted the flat shapes. Talk with your partner about what you notice about the work. See if you can tell how they sorted the shapes. Record how they sorted in your book.”
Activity
3 minutes: partner work time
“Now we will all move so we can see how a different group sorted the shapes.”
3 minutes: partner work time
Repeat as time permits.
Student Facing
Group 1: They sorted
Group 2: They sorted
Group 3: They sorted
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Student Response
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Activity Synthesis
“In what different ways did we sort the shapes?”
As each different way is mentioned, ask the group that sorted in that way to explain how they decided which shapes belonged in each category.


aligns: no