standard_description: Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
problem_activity: Narrative
The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students may use the structure of the chart and the 5-frames to determine how many students made each choice (MP7). Students have an opportunity to hear and practice the count sequence. Adjust the context and choose a different question with 3 possible responses to better reflect students’ interests and experiences as needed.
MLR8 Discussion Supports.
Display an image or drawing of each type of pet above the corresponding 5-frame. Invite students to respond to the question using the sentence frame, “My favorite pet is a . . .”
Advances: Speaking, Representing.
Required Materials
Materials to Copy
Questions About Us Chart 5-Frame Template
Required Preparation
Cut out enough 5-frames to make a chart with a space for each student to answer the survey question.
Launch
Groups of 2
Display Questions About Us chart.
“Which pet is your favorite: dogs, cats, or rabbits?”
30 seconds: quiet think time
Record each student’s choice with a circle in a 5-frame.
Activity
“How can we figure out how many students chose dogs?”
30 seconds: quiet think time
30 seconds: partner discussion
Share responses.
Demonstrate or invite students to demonstrate counting.
“How many students chose dogs?”
“How many students chose cats?”
30 seconds: quiet think time
Share responses.
“How many students chose rabbits?”
30 seconds: quiet think time
Share responses.
Student Response
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Activity Synthesis
“What was different about the question that we answered today?” (There were 3 choices instead of 2.)


aligns: no