Unit 8 Topic 2: Twos, Fives, and Tens
inv1_u8.pdf 


2.1 How Many Hands?
Students figure out how many hands a group of students has. They record and share their solution strategies, and then count the hands on groups of children aloud, by 2s.

Quick Images: Dot Combinations
Show transparencies of groups of the same number card Cards beginning with four groups of 2. Follow the basic Quick Images activity. Ask students to determine the total number of dots and to share their strategies. Repeat with two groups of 4 and then, three groups of 4. 
2.2 More Problems About Twos
The class makes and lists predictions about the number of hands for successive numbers of people. They solve more problems about groups of 2 and add new data to the list.

Start With/Get To: Forward or Backward? Choose both the start with and get to numbers from a basket holding the numbers 1 to 100. Ask students to find and mark both numbers on the 100 chart. Decide as a class if you will be counting forward or backward (up or down). Rather than counting as a whole class, ask students to pair up. Pairs of students can count together or take alternating turns.
Cards 1100 
2.3 Twos and Fours
Students count around the class by 2s. Then they solve and discuss a problem about the number of wheels on four cars.

Tell a Story
Write the expression, "11 – 9 =" on chart paper. Ask students to suggest a story problem. After several students have shared ideas, have students solve the problem. If time permits, repeat using "9 + 2 =". 
2.4 How Many Fingers?
Students figure out how many fingers a group of students has. They record and share their solution strategies. The class generates a chart about hands and fingers and uses it to count aloud by 5s.

Start With/Get To: Counting by Groups
For this variation, set aside the 5, 10, and 100 cards. Pull the 10 card from the start with basket and the 100 card from the get to basket. Explain that rather than counting by 1s, today you will practice counting by 10s. Count aloud as a class, while keeping track on the number line or 100 chart. Repeat using 5 as your start with card and count by 5s to 100. Cards 1100 
2.5 How Many Squares?
Students are introduced to an activity that involves figuring out the total number of squares in a set that includes a combination of singles, pairs, and groups of 5. Math Workshop focuses on counting and combining things that come in groups of 2, 4, 5, and 10.

Quick Images: Dot Combinations
Show transparencies of groups of the same number card from Dot Addition Cards (T24) beginning with two groups of 5. Follow the basic Quick Images activity. Ask students to determine the total number of dots and to share their strategies. Repeat with three groups of 5 and then, four groups of 5. 
2.6 How Many Feet?
Math Workshop continues to focus on counting and combining things that come in groups of 2, 4, 5, and 10. Class discussion focuses on a problem about pairs of feet.

Morning Meeting: How Many Days…?
Follow your daily Morning Meeting Routine. During Calendar, have students use the calendar to determine how many days until a class event or holiday that will happen this month. Ask students to share their strategies. 
2.7 How We Counted
The session begins and ends with discussions focused on how students counted the squares in Set A and Set B. Math Workshop continues to focus on counting and combining things that come in groups of 2, 4, 5, and 10.

Start With/Get To: Counting by Groups
Set aside the 5, 10, and 100 cards. Pull the 10 card from the start with basket and the 100 card from the get to basket. Count aloud as a class, by 10s to 100 while keeping track on the number line or 100 chart. Repeat using 5 as your start with card and count by 5s to 100. 
2.8 Assessment: How Many Squares?
As an assessment, students count a set of squares containing single squares, pairs, and strips of 5. They make a record of how they counted the squares, including a picture of how the squares were arranged and an explanation of what they did to find the total number of squares.

Quick Images: Dot Combinations
Show transparencies of groups of the same number card from Dot Addition Cards beginning with two groups of 4. Follow the basic Quick Images activity. Ask students to determine the total number of dots and to share their strategies. Repeat with three groups of 4 and then, four groups of 4. 