K-2nd Grade - Gateway 3

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for providing teacher guidance with useful annotations and suggestions for how to enact the student materials and ancillary materials, with specific attention to engaging students in order to guide their mathematical development.

Materials provide comprehensive guidance that assists teachers in presenting the student and ancillary materials. Each unit contains a Unit Overview that provides a summary of the unit, a vocabulary list, the materials needed, and the Common Core State Standards taught throughout the unit. Each Unit Overview also includes resources, such as the Unit Teacher Edition, Unit Glossary, Routine Facilitation Guide, and Unit Math Language Development Resources, to support teachers. The Unit Teacher Edition provides guidance on the Math of the Unit, Unit at a Glance, Lesson Material and Prep, Assessments, Differentiation, Accessibility, Math Identity and Community, Language Development, Technology, Professional Learning, Connections to Future Learning, Unit Story, and Assess and Respond Pre-Unit Check. This comprehensive document also outlines each sub-unit and lesson.

A Kindergarten example is:

• Unit 4: Understanding Addition and Subtraction, Unit Overview states, “Develop an understanding of addition and subtraction and represent and solve story problems. Sub-Unit 1: Understand addition as putting together and subtraction as taking from. Sub-Unit 2: Represent and solve Add To, Result Unknown and Take From, Result Unknown story problems within 10. Sub-Unit 3: Determine the values of addition and subtraction expressions within 10. Relate addition and subtraction expressions to story problems.”

Materials include sufficient and useful annotations and suggestions that are presented within the context of specific learning objectives. The Course Overview, Navigating This Program, describes support for facilitation throughout the program. Materials state, “Throughout this Teacher Edition, lesson guidance for teachers is organized clearly and consistently so that they have all of the information they need at their fingertips.” In the Lesson at a Glance section, materials explain, “The Lesson at a Glance page describes the purpose of the Warm-Up, Activities, Synthesis, and Show What You Know. Teachers will find suggested timing for each part of the lesson, as well as guidance on whether students should work individually, in pairs, in small groups, or with the whole class.” In the Teacher Edition, each activity includes a Purpose statement: “The Purpose of each activity is highlighted here, as well as suggestions for the student grouping, time frame, and screen pacing for the activity.” Each lesson contains one, two, or three activities, described as “the heart of each lesson.” Materials explain, “Students notice, wonder, explore, calculate, predict, measure, explain their thinking, settle disputes, create challenges for their classmates, and more. Guidance is provided to help teachers Launch, Monitor, and Connect students’ thinking over the course of each activity. Teachers will also find suggestions for pacing, facilitation moves, discussion questions, examples of early student thinking, ideas for students who may enjoy a challenge, ways to increase access to the language and content, as well as opportunities to build and develop the math community in your classroom. The suggestions for facilitation provide comprehensive support for teachers as they prepare for and teach lessons.”

Amplify Desmos Math PD Library, Getting Started, Grades K–5, Program Guide, page 48, Student Activity Screens states, “To make planning and teaching seamless, tips for instruction are available in both the print Teacher Edition and digitally at point of use. At the bottom of Activity Screens, the teacher will see suggestions for facilitation to support great classroom conversations:

• Teacher Moves: Suggestions for pacing, facilitation moves, discussion questions, examples of early student thinking, and ideas for early finishers, as well as opportunities to build and develop the math community in your classroom.

• Sample Responses: One or more examples of a possible student response to the problem.

• Student Supports: Facilitation suggestions to support students with disabilities and multilingual students.”

The Teacher Edition also offers facilitation notes with Launch, Monitor, and Connect suggestions.

Grade 1 examples include:

• Unit 4: Numbers to 99, Lesson 4, Teacher Edition, Activity 1, the materials state, “Purpose: Students apply their understanding of the base-ten structure of numbers to solve Add To and Take From, Result Unknown story problems involving multiples of 10. Launch: Say, ‘You have been exploring different ways to represent the number of tens in the numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90. In this activity, you will use what you know about these numbers to solve some story problems.’ Read aloud the directions and Problems 1–3 from the Student Edition. Provide access to connecting cube towers of 10. Monitor: After students have completed Problem 2, refer to the D Differentiation Teacher Moves table on the following page. If students need help getting started . . . Ask, ‘What are you trying to find?’ Ask, ‘What part of the story could you represent first to help you solve?’ Connect: Invite students to share their responses and strategies for Problem 2. Select and sequence their responses using Rows 2 and 3 in the Differentiation table. Use the Think-Pair-Share routine. Ask, ‘What is different about these strategies?’ Say (if not yet mentioned during discussion), ‘You can choose to think about the numbers in the problem as a number of tens, 6 tens – 1 ten, or as a number of ones, 60 – 10.’ Key Takeaway: Say, ‘You can think about the numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 as a number of tens or a number of ones when adding and subtracting.’”

• Unit 6: Measuring Lengths of up to 120 Length Units, Lesson 13, Screen 5, Activity 1, the materials state, “Complete Problems 1–2 with your partner. Complete Problem 3 on your own.” Teacher Moves states, “Launch: Read aloud Problems 1 and 2 from the Student Edition, pausing after each problem to give pairs 1–2 minutes to discuss. Read aloud Problem 3 from the Student Edition. Have students work independently. Provide access to connecting cubes. Monitor: After students have completed Problem 3, refer to the Differentiation table. If students need help getting started . . . Ask, ‘Could this story problem be represented with addition? Why or why not?’ Ask, ‘Could this story problem be represented with subtraction? Why or why not?’”

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for containing explanations and examples of grade-level/course-level concepts and/or standards and how the concepts and/or standards align to other grade/course levels so that teachers can improve their own knowledge of the subject.

Materials contain adult-level explanations and examples of the more complex grade-level concepts so that teachers can improve their own knowledge of the subject. Each Unit Overview includes three teacher-facing pages: Math of the Unit, Professional Learning, and Connections to Future Learning that explain grade-level concepts, standards, and their progression across grade levels. The Math of the Unit page explains how the unit content aligns with standards, coherence across grade levels, and aspects of rigor, while also pointing out connections to both prior and future learning. The Professional Learning page provides explanations of the mathematics in the unit and describes instructional approaches connected to that content. The Connections to Future Learning page identifies how the unit’s mathematical ideas link to concepts that students will encounter in later grades or courses. Each Unit Overview also includes at least one Unit Overview Video that provides an overview of the content and key features of the unit, telling the story of the unit and showing how the sub-units fit together. When possible, the video highlights key interactions, models, and strategies used within the unit. For example, in Grade 1, Unit 1: Adding, Subtracting, and Working With Data, the video describes what students will be able to do by the end of the unit, identifies what might be tricky for students, and explains the progression of learning in each sub-unit while manipulating online tools to show key mathematical understandings.

Evidence demonstrates that units provide resources to support teachers in understanding the progression of mathematics across the course. For example, the Grade 1 Overview states, “Each unit includes a range of resources designed to support teachers in thinking through the progression of mathematics that students will engage with over the course of the unit. These resources can support teachers in their unit planning, as well as choices they make in response to students’ thinking, strengths, and needs that arise over the course of the unit.”

Materials also provide sub-unit– and lesson-level explanations and examples to support teacher knowledge. Each sub-unit contains Math That Matters Most and Sub-Unit Summary pages. The Math That Matters Most page outlines how specific strategies, skills, and language develop across the sub-unit, while the Sub-Unit Summary page provides a Student Edition excerpt that presents the key mathematical learning in student-friendly language. The Grade 1 Overview further explains how lessons are structured to support teachers: “Each lesson includes one or two activities. These activities are the heart of each lesson. Students notice, wonder, explore, calculate, predict, measure, explain their thinking, settle disputes, create challenges for their classmates, and more. Guidance is provided to help teachers Launch, Monitor, and Connect students’ thinking over the course of each activity. Teachers will also find suggestions for pacing, facilitation moves, discussion questions, examples of early student thinking, and ideas for students who may enjoy a challenge, as well as opportunities to build and develop the math community in their classroom.” These supports help teachers understand both the mathematical development across the sub-unit and how students will engage with the content.

Materials contain adult-level explanations and examples of concepts beyond the current course so that teachers can improve their own knowledge of the subject. The Scope and Sequence in each grade overview shows how concepts are taught across the K-2 grade span, helping teachers understand the progression of learning across multiple grades. At the lesson level, each Lesson Overview identifies relevant prior knowledge in the Prior Learning section, with “Building On” tags that connect to standards from earlier grades or units, and highlights future concepts in the Future Learning section, with “Building Toward” tags that identify related standards in later grades. For example, in Grade 2, Unit 8: Equal Groups, the Math of the Unit, Professional Learning, and Connections to Future Learning pages explain how students work with equal groups of objects to build foundations for multiplication and connect to future learning in Grade 3, including representing and solving multiplication problems with equal groups and arrays, determining the areas of rectangles by counting unit squares and multiplying side lengths, and identifying and using patterns to determine unknown products within multiplication tables.

The Connections to Future Learning section also provides adult-level explanations that bridge across grade levels. For example, in Kindergarten, Unit 3: Flat Shapes All Around Us, the Teacher Edition states, “In this unit, students look for shapes they recognize within their environment. They focus on identifying and naming circles, hexagons, triangles, rectangles, and squares by looking at examples and non-examples of each shape. In Grade 1, Unit 7, students will identify defining and non-defining attributes and then use defining attributes to identify and name shapes.”

Professional development resources also support teachers in building adult-level understanding of grade-level and future concepts. The Program Guide states, “The Unit Overview for each unit includes a Professional Development page, which lists opportunities for teachers to deepen their understanding of the math in the unit and how to teach it.

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for including a year-long scope and sequence with standards correlation information.

A Course Overview for each grade level includes a Grade Level Overview with a table of contents listing lesson titles and the standards addressed. A lesson list with standards correlation outlines alignment to grade-level standards and the Standards for Mathematical Practice. From the landing page, teachers can access a Grade Standards and Routines document that identifies which standards are addressed in each lesson. Each unit and lesson includes an overview page, in both digital and print formats, that identifies prior learning, the standards addressed, and the standards students are building toward. The Scope and Sequence outlines instructional and assessment days and shows connections across grade levels. Correlation tables for both Mathematical Content and Practice standards identify where each standard is addressed within units and lessons.

This structure is consistent across Grades K-2. Examples from Grade 2 include:

• Unit 2: Adding and Subtracting Within 100, Lesson 5 landing page identifies the standards as Addressing MP1, MP8, 2.MD.C.8, 2.NBT.B.5, and 2.NBT.B.6.

• Unit 5: Numbers to 1,000, Unit Overview (Teacher Edition) lists the focus content standards, including, “Students build their understanding of a hundred and use place value understanding to compose and decompose three digit numbers in multiple ways. They represent numbers using base-ten diagrams, unit form, expanded form, word form, and standard form. (2.NBT.A MAJOR WORK)” The overview also identifies the Standards for Mathematical Practice such as MP1, MP3, MP6, MP7, and MP8 with descriptions of how students engage with them. For example, “Students look for and make use of the structure of three-digit numbers as they represent numbers in multiple ways. They use repeated reasoning to conjecture about strategies used to compare three-digit numbers. (MP7, MP8)”

• Grade 2 Overview, Scope and Sequence, Unit 3: Measuring Length includes 15 instructional days and 4 assessment days, for a total of 19 days.

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for explaining the program’s instructional approaches, identifying research-based strategies, and explaining the role of the standards.

Materials explain the instructional approaches of the program.

• The Program Guide, Our Philosophy, describes four core tenets of the curriculum: Math that Motivates, A Structured Approach to Problem-Based Learning, Student Thinking is Valuable and Can Be Made Evident, and Access to Grade-Level Math for Every Student, Every Day. For example, lessons are “designed around what we call the Proficiency Progression, a model that systematically builds on students' curiosity to develop lasting grade-level understanding.” 

Materials include and reference research-based strategies.

• Program guidance cites frameworks and studies that informed design. For example, lessons embed the 5 Practices for Orchestrating Productive Classroom Discussions (Smith & Stein) to structure discourse. Universal Design for Learning guidelines (Engagement, Representation, Action & Expression) and Mathematical Language Routines (Zwiers et al., 2017) are integrated into lesson supports. NCTM’s Principles to Action (2014) are referenced directly and published research on student engagement, feedback, and differentiation is cited.

Materials include and reference the role of the standards in the program.

• The Grade Overview includes a Standards document that maps content and practice standards by unit and lesson. Lesson pages mark standards as “Building On,” “Addressing,” and “Building Toward,” clarifying how learning progresses across grades. For example, in Grade 1, Unit 2: Addition and Subtraction Story Problems, from Kindergarten Units 4 and 5 (Add To/Take From, Result Unknown, Put Together/Take Apart, Total Unknown, and Both Addends Unknown story problems within 10) and from Grade 1, Unit 1 (connections between counting and addition and subtraction). Future learning is identified in Grade 1, Unit 3 (story problems within 20, including with three addends, and continued fluency within 10) and in Grade 2, Unit 2 (one- and two-step story problems within 100 and fluency within 20).

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for providing a comprehensive list of supplies needed to support instructional activities.

The Course Overview Year-long Materials List provides the materials needed throughout the year along with the lessons they correspond to. Each Unit Teacher Edition includes a Lesson Materials and Prep section with a list of materials for the lessons in the unit. Additionally, each Lesson at a Glance Prep Checklist lists the materials needed for that specific lesson.

Examples in Grade 2 include the following; however, each grade has its own set of examples.

• Grade Overview, Year-Long Materials List, chart paper, coins, coloring tools, dot stickers, dry-erase markers, index cards, markers, masking tape, meter sticks, objects, paper, paper bags, paper clips, scissors, sheet protectors, sticky notes, straight edges, tape, tape measures, and yardsticks. 

• Unit 6: Geometry and Time, Unit Overview, Unit Teacher Edition, Lesson Materials and Prep, lists the following: Lesson 1 – chart paper, markers, Flat Shapes Collect and Display chart; Lesson 4 – Manipulative Kit: rulers; Lesson 8 – straightedges, scissors, chart part, markers; Lesson 9 – straightedges; Lesson 12 – coloring tools.

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for providing consistent opportunities to determine student learning throughout the school year. The assessment system provides sufficient teacher guidance for evaluating student performance and determining instructional next steps.

The assessment system includes multiple components across the school year. The mCLASS Beginning-of-Year Screener is a digital, norm-referenced assessment that uncovers students’ mathematical thinking and provides insight into their knowledge, strengths, and areas for support. At the start of each unit, Pre-Unit Checks help teachers identify key concepts and skills from previous grades that may need reinforcement. Each includes an Assess and Respond document with item-level details and follow-up recommendations. At the lesson level, a Show What You Know is included at the end of every lesson, with Beyond the Lesson Differentiation Tables providing suggestions for future learning.

Sub-Unit Quizzes and End-of-Unit Assessments include digital and paper answer keys, rubrics on a four-point scale (Meeting, Approaching, Developing, Beginning), and Assess and Respond documents. These resources provide correct answers, sample responses, item analyses aligned to standards and lessons, DOK levels, and differentiated guidance. End-of-Unit Assessments also include Form A and Form B versions to allow for reassessment opportunities.

Examples from Grade 2 include:

• Unit 4: Addition and Subtraction on the Number Line, End-of-Unit Assessment: Form A, Problem 7 states, “Represent and solve the story problem. You may represent the problem with an open number line if it is helpful. Write an equation to represent the story problem and underline the answer in the equation. The ribbon was 82 inches long. After Priya cut off some of the ribbon, it was 67 inches long. How many inches of ribbon did Priya cut off? Show your thinking.” The accompanying rubric aligns the problem to standards 2.OA.A.1, 2.NBT.B.5, MP2, and MP4 and provides scoring guidance on a four-point scale (Meeting, Approaching, Developing, Beginning). For example, a “Meeting” response includes the correct choice with conceptual understanding shown. “Approaching” responses may include the correct choice with minor flaws in reasoning or an incorrect choice with a logical explanation. “Developing” and “Beginning” levels show incomplete understanding with significant errors, such as writing an equation but underlining a part that is not the answer, or writing an incorrect equation. These students may need support in understanding how parts of equations represent quantities in a story. Assess and Respond guidance directs teachers to revisit Unit 4, Lesson 10 to support students who need additional help with this concept.

• Unit 7: Adding and Subtracting Within 1,000, Sub-Unit Quiz, Problem 1 states, “Count on by 100. 341, , , , .” The Assess and Respond resource identifies the concept as skip counting by 100 from a three-digit number (DOK 1) and aligns the problem to standards 2.NBT.A.2, 2.NBT.B.8, and MP7. Differentiation guidance connects the problem to Sub-Unit goals, such as adding numbers within 1,000 using strategies based on place value, including problems where composing a ten and/or a hundred is necessary, teachers are directed to use the Adding Tens and Hundreds to Three-Digit Numbers mini-lesson and “have students explain what is the same and what is different about counting on by tens and by hundreds.”

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for providing strategies and support for students in special populations to work with grade-level content and meet or exceed grade-level standards, which support their regular and active participation in learning.

The Program Guide within the Grades K-5 Math PD Library states the following about the materials: “An excellent mathematics program requires that all students have access to a high-quality mathematics curriculum, effective teaching and learning, high expectations, and the support and resources needed to maximize their learning potential. This commitment reflects a broader push within the educational community to foster a culture of equity, ensuring that every student has the opportunity to thrive as a learner and practitioner of mathematics. The differentiation of Amplify Desmos Math extends beyond academic differences to encompass variations in student motivation, interests, and identity. Understanding and addressing these aspects are essential for creating inclusive learning environments where all students feel valued and empowered to succeed. We incorporated Universal Design for Learning guidelines (Engagement, Representation, Action & Expression) into each lesson and developed a platform that is intuitive and easy-to-use for all learners. Amplify Desmos Math incorporates research-based Mathematical Language Routines (MLRs) by providing language modality strategies like sentence frames where appropriate, both in the teacher language provided for each task and in the differentiation support section found throughout the program.”

Each grade’s Course Overview describes ways to support all students in accessing and participating in meaningful and challenging tasks. The materials state, “Lesson Facilitation Supports: Every lesson includes at least one specific suggestion that teachers can use to increase access to the lesson without reducing the mathematical demand of the tasks. These suggestions address the following areas: conceptual processing, visual-spatial processing, executive functioning, memory and attention, fine motor skills, and affective functioning.” Throughout the Teacher Edition, these accessibility supports are marked by a small circle with an “A.”

The materials also provide “Accessibility Tools: Students have the ability to control accessibility tools so that each learning experience is customized to their individual needs. In many instances, these tools can be turned on or off at any point of instruction.” These tools include text-to-speech, enlarged font, braille mode, and language selection.

In addition, the Grade-Level Overview (p. xxxi) highlights opportunities for differentiation. The materials state, “Within every lesson activity, teachers can use the Differentiation Teacher Moves suggestions to provide in-the-moment instructional support to learners as they engage in the work of the lesson. Teachers are provided with clear student actions and understandings to look for, each matched with immediately usable suggestions for how to respond to the student thinking illustrated in each row of the table. In addition to using these suggestions in the moment as teachers monitor student work, teachers can review the Differentiation table in advance to help them anticipate how students are likely to approach the activity.” Throughout the Teacher Edition, these differentiation supports are marked by a small orange circle with a “D.”

The Teacher Edition lists accessibility supports for every lesson. Each lesson includes a differentiation table with explicit next steps based on student responses to Show What You Know. Each sub-unit provides Support Mini-Lessons that “provide targeted intervention for students by using these resources.” Assess and Respond guidance is also included for each Pre-Unit Check, Sub-Unit Quiz, and End-of-Unit Assessment.

An example from Grade 1includes:

• Grade 1, Unit 5: Adding Within 100, Lesson 6, Activity 2, Launch, Accessibility: Memory and attention states, “Chunk this task into smaller, more manageable parts by checking in with students and providing students with feedback on their response for Row 1 before moving them on to Rows 2 and 3.”

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 meet expectations for regularly providing extensions and/or opportunities for advanced students to engage with grade-level/course-level mathematics at greater depth.

The Program Guide within the Grades K-5 Math PD Library describes resources for extending student learning. In Beyond the Lesson, materials state, “The learning goal of each lesson is broken down for teachers into what it looks like for students to need support in the lesson goal, for students to need to keep strengthening their understanding of the lesson goal, and for students to be ready to stretch their learning. Teachers are provided with recommendations for resources to use with each group of students.” Assess and Respond states, “At each Assessment point in a unit, teachers have the opportunity to respond to student understanding…Students who are ready to strengthen or stretch their learning based on the assessment can access any of the strengthen or stretch resources aligned to the content of the assessment.” Within lessons, Differentiation Teacher Moves include “Stretch” suggestions. The materials state, “Within every lesson activity, teachers can use the Differentiation Teacher Moves suggestions to provide in-the-moment instructional support…Teachers are provided with clear student actions and understanding to look for, each matched with immediately usable suggestions.”

In addition to in-lesson supports, Amplify Desmos Math provides Sub-Unit Extensions. The Intervention and Extension Resources provides Sub-Unit Extensions that allow students to explore mathematical concepts from the sub-unit in greater depth. For example, in K, Unit 2: Numbers 1–10, Sub-Unit 1, students have opportunities to extend their work by determining the quantities of groups of up to 10 objects, making a group with fewer objects than a given group, making a group with the same number of objects, and making a group with more objects than a given group.

Challenge Creators also extend student learning. In Grade 2, Unit 2: Adding and Subtracting Within 100, Lesson 5, Screen 6, the student-facing prompt is “Make My Challenge,” where students design mathematical challenges and then solve those created by classmates. Students express their creativity by creating their own toy seller challenge, choosing a toy, setting its price, and selecting coins that could be used to pay for it. After completing their own challenge, students exchange and solve challenges created by their classmates to explore how “the same amount of money can be represented using different groups of coins.”

Lesson-level Stretch opportunities are consistently embedded. In Grade K, Unit 3: Flat Shapes All Around Us, Lesson 9, Activity 1, Differentiation table states, “Stretch, Ask, ‘What is the same about the shapes in this group? What is different about them?’”

The materials reviewed for Amplify Desmos Math Kindergarten through Grade 2 include manipulatives, both virtual and physical, that are accurate representations of the mathematical objects they represent and, when appropriate, are connected to written methods.

Virtual and physical manipulatives support students’ understanding throughout the curriculum. Each unit’s Materials and Prep section identifies the manipulatives needed, and lesson-specific materials are listed in the Lesson Prep Checklist on the Lesson at a Glance page. Virtual manipulatives are integrated into many lessons, often embedded within student digital screens that provide Responsive Feedback. 

Examples include:

• Grade Kindergarten, Unit 5: Make and Break Apart Numbers Within 10, Lesson 2, Activity 1, students use pattern blocks to compose a given number and connect the composition to the relationship between a total and its parts. Launch states, “Display a green triangle pattern block and an orange square pattern block. Say: ‘For Problems 1 and 2, put triangles and squares together so that there are 7 shapes in all.  Draw to show how you put the shapes together, and write numbers to show how many triangles and how many squares you used. Then tell your partner how many triangles you used, how many squares you used, and how many shapes you used altogether.'” 

• Grade 1, Unit 3: Adding and Subtracting Within 20, Lesson 6, Activity 1, students represent teen numbers with double 10-frames then connect the representations to equations to notice that teen numbers can be represented as a sum of a ten and a number of ones. Launch states, “Display the table from the Student Edition. Say: ‘Kenny was excited about creating his scrapbook and wanted to decorate the cover. In his craft bin, he found packages of colorful buttons. The packages that were brand new each had 10 buttons. The packages that had already been opened had different numbers of buttons. The table shows the number of each color button.’ Read aloud Problem 1 and the category labels of the data table from the Student Edition.” Student Edition, Problem 1 states, “Represent each number using the double 10-frame. Then write an equation that matches.” Activity 2, virtually students then use digital ten frames to show their work. 

• Grade 2, Unit 5: Numbers to 1,000, Lesson 2, Activity 1, students compose 100 in a variety of ways connecting the ways to the structure of 100. Launch states, “Distribute a hundreds flat to each pair. Say, ‘Josey’s mom gave her a box of paper clips that has the same amount as this block.’ Ask, ‘How many do you see? How do you see them?’ Say, ‘This block represents a hundred. Today, you will help Josey think of different ways to organize the paper clips using base-ten blocks.’ Read aloud the directions from the Student Edition. Have students complete Problems 1–3 with a partner.” Student Edition states, “For Problems 1–3, use tens and ones to compose a hundred in 3 different ways. Record your thinking using drawings, numbers, or words.” Connect states, “Invite students to share their compositions and strategies for finding different ways to compose a hundred, including students who used 10 tens, 100 ones, and a combination of tens and ones.”