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Cover 5

K.OA.1

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Cover 5

Sophia is playing a game called Cover 5. She starts with 5 counters and then she is going to hide some under a cup.

What is the most she could hide?

What is the least she could hide?

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Cover 5

Sophia hid some counters and leaves the rest.

How many counters did she start with?

How many counters are outside the cup?

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Cover 5

How many counters did Sophia hide?

How do you know?

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Cover 5

Sophia wants to create a equation to show what she did.

5 - =

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Questions to ask:

What do you see in the picture (three counters are outside and two were inside the cup).

Read the equation (5 minus blank/a number equals blank/a number)

What does the 5 represent? (how many counters we started with)

What other numbers do we need to use? How do you know? (3 and 2)

Where do they go in the equation?

What to look for:

Do students understand what the 5 represents?

Do students choose numbers that relate to the problem and not just work in the equation.

If students bring up other number, ex. 4 and 1. Ask where do you see the 4 in this problem? Where do you see a 1? Reinforce the idea that an equation shows what happened in the problem.

Students may say 5 - 3 = 2 and 5 - 2 = 3. Talk about why they put each number where they did. Some students may want to put the 3 first and the 2 second b/c of the order the counters appear on the screen. Go back to the first 2 slides and see if one equation makes more sense to represent what is happening in the problem. How many were taken away? The equation should represent what is happening. Students are using counters to solve the problem.

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Cover 5

Sophia gets ready to play the game again.

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Cover 5

Sophia gets ready to play the game again.

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Cover 5

Sophia hid some counters and leaves the rest.

How many counters did she start with?

How many counters are outside the cup?

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Cover 5

How many counters did Sophia hide?

How do you know?

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Cover 5

Sophia wants to create a equation to show what she did.

5 - =

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Questions to ask:

What do you see in the picture (one counter is outside and two are inside the cup).

Read the equation (5 minus blank/a number equals blank/a number)

What does the 5 represent? (how many counters we started with)

What other numbers do we need to use? How do you know? (1 and 4)

Where do they go in the equation?

What to look for:

Do students understand what the 5 represents?

Do students choose numbers that relate to the problem and not just work in the equation.

If students bring up other number, ex. 2 and 3. Ask where do you see the 2 in this problem? Where do you see a 3? Reinforce the idea that an equation shows what happened in the problem.

Students may say 5 - 1 = 4 and 5 - 4 = 1. Talk about why they put each number where they did. Then go back to the first 2 slides and see if one equation makes more sense to represent what is happening in the problem. How many were taken away? The equation should represent what is happening. Students are using counters to solve the problem.

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Cover 5

Sophia loves this game and keeps playing. This is the equation she wrote to show what she did during the next round.

5 - 5 = 0

How many counters did she start with?

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Cover 5

Sophia loves this game and keeps playing. This is the equation she wrote to show what she did during the next round.

5 - 5 = 0

How many are hiding in the cup?

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Cover 5

Sophia loves this game and keeps playing. This is the equation she wrote to show what she did during the next round.

5 - 5 = 0

How many are outside?

How do you know?

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What do you notice when Sophia is playing Cover 5?

Why is 5 always the largest number in your equation?

What other combinations can she make by hiding the chips?

Use the website below to make the other combinations.

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Total	Out	In

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Total	Out	In	Equation __ - __ = __

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YouTube Video

Number Pairs, Make 5