Lesson 15
Expressions and Drawings
Warmup: Notice and Wonder: Shapes and Numbers (10 minutes)
Narrative
Launch
 Groups of 2
 Display the image.
 “What do you notice? What do you wonder?”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 1 minute: partner discussion
 Share and record responses.
Student Facing
What do you notice?
What do you wonder?
Student Response
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Activity Synthesis
 “How many counters are there? How do you see them?” (4. I see 1 yellow counter and 3 red counters.)
 “In the next activity, we will match expressions to drawings.”
Activity 1: Match Drawings to Expressions (10 minutes)
Narrative
The purpose of this activity is for students to match drawings to expressions. Students use the structure of the dots to decide whether they represent an addition or subtraction expression and then identify that expression (MP2, MP7).
Supports accessibility for: VisualSpatial Processing, Conceptual Processing
Launch
 Groups of 2
 “Draw a line to match each drawing to an expression. Be prepared to share your thinking.”
Activity
 4 minutes: independent work time
 “Share your matches with your partner.”
 2 minutes: partner discussion
Student Facing
\(9  2\)
\(6  3\)
\(4 + 2\)
\(6 + 3\)
\(5 + 3\)
\(7 + 0\)
Student Response
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Activity Synthesis
 Display the 9 circles with 2 crossed out:
 “For the expression \(9  2\), where do you see the 9 in the drawing? Where do you see the 2?” (There are 9 circles and 2 circles are crossed out.)

Display the 7 red counters:
 “Which expression did you match to this drawing? Why?” (\(7 + 0\), because 7 and 0 more is still 7.)
 “When we add 0, there are none added, so the drawing shows 7 and 0 more.”
Activity 2: Create Expressions and Drawings (10 minutes)
Narrative
The purpose of this activity is for students to create a drawing when given an expression and to fill in expressions when given a drawing.
Advances: Reading, Representing
Launch
 Groups of 2
 Display student book.
 “What do you notice? What do you wonder?” (There are expressions and drawings. Some of the expressions are missing. Some of the drawings are missing. I wonder why one of the drawings has red and yellow.)
 30 seconds: quiet think time
 1 minute: partner discussion
 Share and record responses.
 “We noticed that there are some things missing. Work with your partner to fill in the missing expressions and drawings.”
Activity
 5 minutes: partner work time
Student Facing
Fill in the missing expressions and drawings.
\(4 + 3\)
\(4  0\)
\(\underline{\hspace{1 cm}}  \underline{\hspace{1 cm}}\)
\(5 + 3\)
Fill in the missing expressions and drawings.
\(8  2\)
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}\)
\(1 + 6\)
\(\underline{\hspace{1 cm}}  \underline{\hspace{1 cm}}\)
Student Response
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Advancing Student Thinking
If students draw an image of addition for a subtraction expression or an image of subtraction for an addition expression, consider asking:
 “What do you know about this expression?”
 “Which part of the expression tells us whether to add or subtract? How can that help you figure out what to draw?”
Activity Synthesis
 Display image from student book:
 “What expression did you write to go with this drawing?” (\(6  3\))
 “Where do you see the 3 circles that are crossed out in the expression?”
 “Where do you see all 6 circles in the expression?”
Activity 3: Introduce Shake and Spill, Represent (25 minutes)
Narrative
The purpose of this activity is for students to learn stage 3 of the Shake and Spill center. Students practice counting to find the total of 2 groups of objects and representing addition with an expression.
After they participate in the center, students choose from any stage of previously introduced centers.
 Number Race
 Math Stories
Required Materials
Materials to Gather
Materials to Copy
 Shake and Spill Stage 3 Recording Sheet Kindergarten
Required Preparation
 Each group of 2 needs 10 twocolor counters.
 Each group of 2 needs access to a yellow crayon and a red crayon.
 Gather materials from:
 Number Race, Stage 1
 Math Stories, Stages 1 and 2
Launch
 Groups of 2
 Give each group of students twocolor counters and red and yellow crayons. Give each student a recording sheet.
 “We are going to learn a new way to play Shake and Spill. One partner will choose some counters, shake them, and spill them. Then draw a picture to show the red and yellow counters. Work together to figure out how to fill in an expression to show how many red and yellow counters. Take turns shaking and spilling the counters.”
Activity
 8 minutes: partner work time
 “Now you can choose another center. You can also continue playing Shake and Spill.”
 Display the center choices in the student book.
 Invite students to work at the center of their choice.
 10 minutes: center work time
 If time, invite students to choose another center.
Student Facing
Choose a center.
Shake and Spill
Number Race
Math Stories
Activity Synthesis
 Display \(4 + 3\).
 “Andre and Tyler wrote \(4 + 3\). What do you think their counters looked like?” (4 red counters and 3 yellow counters. 4 yellow counters and 3 red counters.)
Lesson Synthesis
Lesson Synthesis
“Clare drew this picture to match the expression. She says that she can use the same drawing to match \(5 + 3\). What do you think?” (She can’t use the same drawing. There are the same numbers but one is addition and one is subtraction.)
“What should Clare draw to show \(5 +3\)?” (She can draw 5 circles and 3 more circles.)
Draw the drawing or invite a student to draw the drawing.
Cooldown: Unit 4, Section C Checkpoint (0 minutes)
CoolDown
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