options: 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.

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Fluently add and subtract within 5.
problem_activity: Narrative
The purpose of this activity is for students to develop mathematical questions about their school community. This walk could also take place on the playground or in the local community.
MLR8 Discussion Supports.
Synthesis: As students share their questions, include a drawing or annotation to clarify any questions about context. Invite students to notice common language used in mathematical questions such as: how many, how much, which, more than, taller than, etc.
Advances: Speaking, Representing
Required Materials
Materials to Gather
Clipboards
Paper
Launch
Give each student a clipboard with a blank piece of paper.
“We’re going to take another walk around the school. Your job is to think of math questions that you would like to answer about our school. Use your recording sheet to help you remember what questions you have.”
Activity
15 minutes: whole-class school walk
Student Facing
What math questions do you have about our school?
Student Response
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Activity Synthesis
Invite students to share their questions.
Record student questions on an anchor chart. Keep the chart display during the next activity.


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