What’s missing?

How do you know?

How did you think about what was missing?

Note: How students answer will depend on how they interpret what is missing. Students may focus on the number of cells in the hive that are covered or those that are empty as the ones that are “missing.”

3, 4, 5, 6+

Seeing mathematics in the world

Attending to and using structure

Composing and decomposing number

Sorting, organizing, and using attributes

Composing and decomposing with shapes