options: Measure lengths indirectly and by iterating length units.

Describe and compare measurable attributes.

Represent and interpret data.

Work with time and money.

Relate addition and subtraction to length.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Tell and write time.

Measure and estimate lengths in standard units.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding groups of 2 and groups of 5. These understandings help students develop fluency and will be helpful later in this lesson when students need to be able to use data in scaled bar graphs to solve one- and two-step “how many more” and “how many fewer” problems. Students use the structure of the expressions and repeated reasoning when they use methods based on skip-counting by 2 or 5 or counting on 2 or 5 from a previous known value (MP7, MP8).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(2 + 2 + 2 + 2 + 2\)
\(2 + 2 + 2 + 2 + 2 + 2\)
\(5 + 5 + 5 + 5 + 5 + 5\)
\(5 + 5 + 5 + 5 + 5 + 5 + 5\)
Student Response
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Activity Synthesis
“What is a strategy that you hadn’t used before that you might use in the future?” (Thinking about one more group if I already know part of the problem. Skip-counting.)
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Do you agree or disagree? Why?”


correct_option_index: 2