# Lesson 16

Parts to Make 5

## Warm-up: How Many Do You See: Add and Subtract (10 minutes)

### Narrative

The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see.

### Launch

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

### Activity

- Display the image.
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Record responses.
- Repeat for each image.

### Student Facing

How many do you see?

How do you see them?

### Student Response

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### Activity Synthesis

- Display the first two images.
- “What changed from the first image to the second image?” (There were 5 and 2 were taken away.)
- “Tell your partner how you can show what happened with an expression.” (\(5 - 2\))
- Repeat with the last two images.

## Activity 1: Revisit Shake and Spill, Cover (15 minutes)

### Narrative

The purpose of this activity is for students to play Stage 4 in the Shake and Spill center, which was introduced in an earlier unit. This activity supports students in finding the missing part of an equation in a later activity.

Students use 3, 4, or 5 counters. They see some of the counters and determine how many more counters are under the cup. Students write an expression to represent each composition and decomposition.

*Representation: Access for Perception.*Synthesis: Use a cup and two-color counters to demonstrate that there is 1 yellow counter hiding under the cup.

*Supports accessibility for: Conceptual Processing, Visual-Spatial Processing*

### Required Materials

Materials to Gather

Materials to Copy

- Shake and Spill Stage 4 Recording Sheet Kindergarten

### Launch

- Groups of 2
- Give each group of students a cup, 5 two-color counters, and two recording sheets.
- “We are going to play Shake and Spill, Cover.”
- If needed, review and demonstrate the steps of the center.
- “Take turns with your partner spilling and covering the yellow counters. On each turn you can decide to use 3, 4, or 5 counters. Make sure you and your partner agree on how many total counters you are using before you shake, spill, cover, and record.”

### Activity

- 8 minutes: partner work time

### Student Facing

Put 3, 4, or 5 counters in the cup.

Shake and spill the counters.

Hide some of the counters under the cup.

Figure out how many of the counters are hidden.

Write an expression.

### Student Response

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### Activity Synthesis

- Display the number 3 and the expression \(2 + \underline{\hspace{1 cm}}\).
- “Han and Mai spilled 3 counters and hid the yellow ones. This is what they wrote on the recording sheet. What is missing from the expression? How do you know?” (1 is missing. 2 and 1 are the parts that go together to make 3. If they can see 2 red counters, 1 yellow counter is hiding under the cup.)

## Activity 2: Missing Value [OPTIONAL] (15 minutes)

### Narrative

The purpose of this activity is for students to find the missing value in addition and subtraction equations. This activity is optional because determining the missing value of an equation is not required by the standards. Students may “just know” some of the answers or they may use counting forward or backward (MP7) or they may draw a picture.

*MLR8 Discussion Supports.*Invite students to read their completed equations aloud.

*Advances: Listening, Speaking*

### Required Materials

Materials to Gather

### Launch

- Groups of 2
- Give students access to connecting cubes or two-color counters.
- Display the student book.
- “What do you notice? What do you wonder?” (The equations have a number missing. Why are there numbers missing?)
- 30 seconds: quiet think time
- 1 minute: partner discussion
- Share responses.
- “FIll in the missing part of each equation.”

### Activity

- 10 minutes: partner work time
- Monitor for students who use two-color counters or connecting cubes.
- Monitor for students who draw pictures.

### Student Facing

Fill in the missing part of each equation.

\(3 - \underline{\hspace{1.1 cm}} = 2\)

\(2 + \underline{\hspace{1.1 cm}} = 2\)

\(5 - \underline{\hspace{1.1 cm}} = 2\)

\(1 + \underline{\hspace{1.1 cm}} = 2\)

\(5 - \underline{\hspace{1.1 cm}} = 3\)

\(2 + \underline{\hspace{1.1 cm}} = 3\)

\(4 - \underline{\hspace{1.1 cm}} = 3\)

\(0 + \underline{\hspace{1.1 cm}} = 3\)

\(5 - \underline{\hspace{1.1 cm}} = 4\)

\(3 + \underline{\hspace{1.1 cm}} = 4\)

\(4 - \underline{\hspace{1.1 cm}} = 4\)

\(2 + \underline{\hspace{1.1 cm}} = 4\)

\(1 + \underline{\hspace{1.1 cm}} = 5\)

\(4 + \underline{\hspace{1.1 cm}} = 5\)

\(5 - \underline{\hspace{1.1 cm}} = 5\)

\(3 + \underline{\hspace{1.1 cm}} = 5\)

### Student Response

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### Activity Synthesis

- Invite previously identified students to share.

## Activity 3: Centers: Choice Time (15 minutes)

### Narrative

- 5-frames
- Roll and Add
- Bingo
- Geoblocks
- Find the Value of Expressions

### Required Materials

Materials to Gather

### Required Preparation

- Gather materials from:
- 5-frames
- Roll and Add
- Bingo
- Geoblocks
- Find the Value of Expressions

### Launch

- Groups of 2
- “Today we are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “Think about what you would like to do.”
- 30 seconds: quiet think time

### Activity

- Invite students to work at the center of their choice.
- 10 minutes: center work time

### Student Facing

Choose a center.

5-frames

Roll and Add

Bingo

Geoblocks

Find the Value of Expressions

### Activity Synthesis

- “If you were going to teach another student how to play ________ center, what would you tell them or show them?”

## Lesson Synthesis

### Lesson Synthesis

“Today we found the missing part with groups of objects and equations.”

Display \(5 = 3 + \underline{\hspace{1 cm}}\)

“What number is missing from the equation so that it shows 5? How do you know?” (2 is missing. 3 and 2 is 5. If I have 3 fingers up on my hand, I need to put up 2 more fingers to show 5 fingers.)

Display \(5 - \underline{\hspace{1 cm}} = 2\)

“What number is missing from the equation? How do you know?” (3 and 2 make 5. If you have 5 and take away 3, there will be 2 left.)

## Cool-down: Unit 8, Section C Checkpoint (0 minutes)

### Cool-Down

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## Student Section Summary

### Student Facing

In this section, we showed different ways to make numbers to 5.

\(5 = 3 + 2\)

\(1 + 4 = 5\)

\(2 + 2 = 4\)

\(4 = 3 + 1\)

We added and subtracted within 5.

\(2 + 1 = 3\)

\(5 - 2 = 3\)

We filled in the missing part in equations.

\(2 + \underline{\hspace{1 cm}} = 3\)

\(2 + \underline{\hspace{.4 cm}1\hspace{.4 cm}} = 3\)

\(5 - \underline{\hspace{1 cm}} = 2\)

\(5 - \underline{\hspace{.4 cm}3\hspace{.4 cm}} = 2\)