# Lesson 13

Fingerprint Animals (optional)

## Warm-up: How Many Do You See: Fingerprints or Animals? (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. The images used introduce students to the context that will be used throughout the lesson.

When students use the placement of objects in a 10-frame, they look for and make use of structure (MP7).

### Launch

• Groups of 2
• “How many do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display image.
• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.

### Student Facing

How many do you see?
How do you see them?

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “Noah created this art. He used his fingerprints in a 10-frame and then decorated them like animals.”
• “Today, we will make our own fingerprint animals using ink and our thumbs.”

## Activity 1: Fingerprint Zoo Book Pages (25 minutes)

### Narrative

The purpose of this activity is to make fingerprint animals for numbers 11–19. Students see these numbers as 10 ones and some more ones and fill in equations like $$10+4=14$$. If there is time, each group can make a title page for their book.

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory, Organization

### Required Materials

Materials to Gather

Materials to Copy

• Fingerprint Animals on the 10-frame

### Required Preparation

• Cut each blackline master in half. Each group of 3 needs 9 half-sheets.
• Each group of 3 needs an ink pad.

### Launch

• Groups of 3
• Give each group of 3 students access to ink pads, colored pencils or markers, and 9 half sheets of the blackline master.
• Demonstrate how to use the ink pad to make a fingerprint.

### Activity

• “Each group will make a fingerprint animal number book for the numbers 11-19.”
• Assign each student as A, B, or C.
• “Look in your book to see which numbers you will make pages for. Use the ink pad to make fingerprints to show each number.”
• “Then complete an equation to show each number.”
• “Finally, decorate your fingerprints so that they look like animals.”
• 15 minutes: small-group work time

### Student Facing

Let’s make pages for our book.

Student A: 11, 13, 18

Student B: 14, 16, 17

Student C: 12, 15, 19

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite students to share their pages.
• As students share, ask where they see each part of the equation on the page.
• If time, invite each group of students to create a title page for their book.

## Activity 2: Order Our Pages (15 minutes)

### Narrative

The purpose of this activity is to put numbers 11-19 in order. Students share the fingerprint animals that they created in the previous activity and then work with their group to put all of the pages in order. Consider stapling together the book that each group makes.

MLR8 Discussion Supports. Pair gestures with verbal directions to clarify the meaning of any unfamiliar terms. Students may benefit from discussing possible strategies they can use to determine order before they begin.
Advances: Listening, Representing

### Launch

• Groups of 3
• “Share the pages you made with your group. Describe the animal you made and how many there are on each of your pages.”
• 3 minutes: small-group discussion

### Activity

• "Work with your group to put the pages in order from 11-19 to create a book. When you are finished, check the stack to make sure the pages are in order. Then read your book together.”
• 8 minutes: small-group work time

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “Let’s look at some of the books we created.”
• Invite 2-3 groups of students to share the books they created.

## Lesson Synthesis

### Lesson Synthesis

“Today, we made fingerprint animals books for numbers 11–19.”

Display student work to show 2 or 3 different numbers.

“Where do you see the equation $$10 + 5 = 15$$ in the fingerprints?” (I see the full 10-frame and then 5 more. So this shows $$10+5=15$$.)

“How can we make sure the fingerprints and the equation match?” (The equation says $$10 +2=12$$ which means 10 and 2 is 12. I see 10 fingerprints and then 2 more.)
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