standard_description: Use the structure of an expression to identify ways to rewrite it. For example, see x^(4) – y^(4 )as (x^(2))^(2 )– (y^(2))^(2), thus recognizing it as a difference of squares that can be factored as (x^(2 )– y^(2))(x^(2 )+ y^(2)).
problem_activity: Narrative
The purpose of this How Many Do You See is to support students in gaining fluency with sums within 10. In this activity, students have an opportunity to notice and make use of structure (MP7) because they can use the structure of the 10-frame. Students can also determine how many dots they would need to add to fill the 10-frame.
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Repeat for each image.
Student Facing
How many do you see?
How do you see them?
[IMG]
[IMG]
[IMG]
[IMG]
Student Response
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Activity Synthesis
“Did anyone see the dots the same way but would explain it differently?”


aligns: no