# Lesson 9

Expressions and Equations

## Warm-up: Choral Count: Recording to 19 (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to count to 19 and notice patterns in the count. Recognizing these patterns may help students remember how to write teen numbers. Students often reverse the digits due to how we say the teen numbers.

### Launch

• “Count by ones, starting at 0.”
• Record as students count.
• Stop counting and recording at 19.

### Activity

• “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

### Student Response

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### Activity Synthesis

• “If we wanted to count on from 10, what number would we say after 10? How do you know?” (11 because 11 is one more than 10 and comes after 10 when we count.)

## Activity 1: Organize Expressions and Numbers (15 minutes)

### Narrative

The purpose of this activity is for students to make connections between written numbers and expressions. In the activity synthesis, students see each teen number written as an equation. In this unit, when reading equations to students, read the equal sign as “is.” For example, read $$10 + 3 = 13$$ as “10 plus 3 is 13.” The equal sign will be read as “equals” in the next unit.

MLR8 Discussion Supports. Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain how they organized the numbers and expressions. Invite groups to rehearse what they will say when they share with the whole class.
Engagement: Develop Effort and Persistence. Some students would benefit from having clear examples of the expectation of group work in this activity. Invite students to generate a list of shared expectations for group work. Ask students to share explicit examples of what those expectations would look like in this activity.
Supports accessibility for: Social-Emotional Functioning

### Required Materials

Materials to Copy

• Numbers and Expressions Cards

### Required Preparation

• Create a set of cards from the blackline master for each group of 4.

### Launch

• Groups of 4
• Give each group of students a set of cards.
• “Work with your group to organize the cards in a way that makes sense to you.”

### Activity

• 6 minutes: small-group work time
• Monitor for students who organize the numbers and expressions as shown in the sample response.

### Student Response

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### Activity Synthesis

• Invite a group of students to share how they organized the numbers and expressions or display the image in student responses.
• “What do you notice about the numbers and expressions when they are arranged this way?” (They’re in the order that we count. The first number stays the same. The second number is 1 more each time. All the expressions have a 10. The second number starts at 1 and is one more each time. The expressions match the numbers.)
• “Which number does $$10 + 1$$ represent? How do you know?” (11)
• $$10 + 1$$ is 11. We can write that as $$10 + 1 = 11$$.”
• Demonstrate writing equations for each number and expression.

## Activity 2: Equations and 10-frames (10 minutes)

### Narrative

The purpose of this activity is for students to match equations to numbers 11–19 presented on 10-frames. During the synthesis, students focus on each part of the equation and where it can be seen in the 10-frame representation of the number. When students see different parts of the equations in the 10-frame images, they look for and make use of structure (MP7).

### Launch

• Groups of 2
• “Draw a line from each equation to the dots it matches.”

### Activity

• 2 minutes: independent work time
• 3 minutes: partner work time

### Student Facing

$$10+9=19$$

$$10+1=11$$

$$10+4=14$$

$$10+8=18$$

$$10+5=15$$

$$10+2=12$$

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite a student to share which image matches $$10 + 5 = 15$$.
• “Where do you see 15 on the 10-frame?” (There are 15 dots altogether.)
• “Where do you see $$10 + 5$$ on the 10-frame?” (There are 10 dots on the 10-frame and 5 dots under the 10-frame.)

## Activity 3: Introduce Make or Break Apart Numbers, Numbers 11–19 (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 2 of the Make or Break Apart Numbers center. Students find 2 groups on their gameboard that make a given number and record the composition with an expression. After they participate in the center, students choose from any stage of previously introduced centers.

• Bingo
• Number Race
• Grab and Count
• Tower Build

### Required Materials

Materials to Gather

Materials to Copy

• Make or Break Apart Numbers Stage 2 Recording Sheet
• Make or Break Apart Numbers Stage 2 Number Mat 11-19
• Make or Break Apart Numbers Stage 2 Gameboards

### Required Preparation

Gather materials from:
• Bingo, Stages 1-4
• Number Race, Stages 1 and 2
• Grab and Count, Stage 1
• Tower Build, Stages 1 and 2

### Launch

• Groups of 2
• Give each group of students two-color counters, 1 connecting cube, and a number mat. Give each student a recording sheet and a gameboard.
• “We are going to learn a new way to do the Make or Break Apart Numbers center.”
• “I’m going to roll a cube onto the number mat to find which number I have to make.”
• Demonstrate rolling the connecting cube onto the number 13.
• Display the gameboard.
• “We rolled the number 13. My partner and I have to find 2 groups that go together to make 13. Which groups go together to make 13?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “I’m going to put a counter on this group of 10 dots and a counter on this group of 3 fingers. 10 and 3 is 13. What expression should I write on my recording sheet?” ($$10 + 3$$)
• 30 seconds: quiet think time
• Share responses.
• Demonstrate writing $$10 + 3$$.
• “Now that my partner and I have written our expression, we can look to see if there are 2 more groups that go together to make 13. If we can’t find any more ways to make 13, then we roll and make another number.”
• “Take turns with your partner to find 2 groups to make a number and write an expression.”

### Activity

• 8 minutes: partner work time
• “Now you can choose another center. You can also continue playing Make or Break Apart Numbers.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice.
• 10 minutes: center work time

### Student Facing

Choose a center.

Bingo

Number Race

Grab and Count

Make or Break Apart Numbers

Tower Build

### Activity Synthesis

• “We worked with numbers 11-19 in centers. Tell your partner two things that you know about these numbers.”

## Lesson Synthesis

### Lesson Synthesis

Display 14 dots on a 10-frame and:
• the number 14
• 10 and 4
• $$10 + 4$$
• $$10 + 4 = 14$$
“Which of these matches the 10-frame? How do you know?” (They all match the 10-frame. There are 14 dots. There are 10 dots on the 10-frame and 4 more dots.)

## Cool-down: Unit 6, Section B Checkpoint (0 minutes)

### Cool-Down

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