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* *Reflection: High Expectations
Decomposing 2 & 3 - Section 2: Guided Practice

Since we are very confused, I am hoping to begin our concept development by teaching a process. My hope is that by teaching a process, flipping the last counter on the right that remains the original color, we will systematically illustrate all the combinations to show numbers, and eventually get that understanding that accompanies the process.

*Hmm... This is trickier than I realized...*

*High Expectations: Hmm... This is trickier than I realized...*

# Decomposing 2 & 3

Lesson 5 of 12

## Objective: SWBAT show the different ways to "make" 2 and 3 with 2-colored counterl

*30 minutes*

“Girls and boys, is this 2?” I ask, showing 2 red counters on the big screen.

“Well, yeah, Ms. Novelli,” students respond.

“Hmm… is this 2?” I ask, showing 2 yellow counters on the big screen.

“Yes!’ they exclaim.

“But 2 red… 2 yellow… are they the same?” I ask.

“No!” students respond.

“But you told me they’re both 2!” I’m confused, I say, hoping my acting skills are paying off.

“Yellow can be 2 and red can be 2,” a student says matter-of-factly.

“But they’re not the same… and they are the same? How can different things be 2?” I press on.

“Well, as long as you have 2 of them, you can have 2 different things,” a student says.

“So there are different ways to make 2,” I say. “Let’s check them out!’

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#### Guided Practice

*20 min*

We begin with 2 red counters, and we color them in to record the combination on our recording page. We even total 2 red and 0 yellow. (The concept of 0 gets tricky sometimes… they always want to say there’s something!)

Next, we systematically flip over 1 red from the right side and we again color and write the numbers.

I have the students tell me to make the last red yellow, so that it’s all yellow, and we record our possibility.

Three is on the back, and for a moment, I totally forget my head. We do the first group of 3 together—just like we did for 2.

The students seem to be doing really well, and they ask to practice all by themselves, and I make a huge mistake and say, ‘Sure.”

Some kids start randomly flipping counters, and I see we have a mess. I try to swoop I and help a confused friend, but ultimately, I’m waiting for a chance to re-teach this!

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#### Closing

*5 min*

Students show their different combinations to make 2 and 3. There are a lot of different combinations showing 2 red and 1 yellow or 2 yellows and 1 red. Hmm. We don’t quite have this concept “down,” I realize.

#### Resources

*expand content*

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- UNIT 1: Addition on the Number Line
- UNIT 2: Addition to 5
- UNIT 3: 0-5 Number Review
- UNIT 4: Oh, Those Shapes!
- UNIT 5: Comparing Numbers
- UNIT 6: Sorting is Super!
- UNIT 7: Introducing... the Numbers!
- UNIT 8: 3D Shapes
- UNIT 9: Addition
- UNIT 10: Decomposing Numbers
- UNIT 11: Subtraction
- UNIT 12: Super Subtraction
- UNIT 13: 0-10 Number Review
- UNIT 14: Tricky Teen Numbers

- LESSON 1: The answer is...4!
- LESSON 2: It's Great to Make 8!
- LESSON 3: Save Dave! Decomposing 4
- LESSON 4: Shake, Spill, & Slide 10s
- LESSON 5: Decomposing 2 & 3
- LESSON 6: Decomposing 4
- LESSON 7: Engine, Engine, Number 9
- LESSON 8: Flip Over! Flip Over! Decomposing 5
- LESSON 9: Ways to Make 7 with Simple Tech
- LESSON 10: Making 6 - Restaurant Style
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