# Lesson 15

Expressions and Drawings

## Warm-up: Notice and Wonder: Shapes and Numbers (10 minutes)

### Narrative

The purpose of this warm-up is to elicit the idea that there can be a connection between drawings and expressions, which will be useful when students interpret the numbers and symbols in an expression in relation to drawings. While students may notice and wonder many things about the image and expression, the important discussion points are that there are 3 red counters and the number 3 and that there is 1 yellow counter and the number 1.

### 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?

### 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).

Action and Expression: Develop Expression and Communication. Students may benefit from creating drawings of the expressions to help find the matching drawing. Invite students to use two-color counters to recreate the expression or draw a picture to show the expression.
Supports accessibility for: Visual-Spatial 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

$$9 - 2$$

$$6 - 3$$

$$4 + 2$$

$$6 + 3$$

$$5 + 3$$

$$7 + 0$$

### 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.

MLR8 Discussion Supports. Prior to solving the problems, invite students to make sense of the expressions and take turns sharing their understanding with their partner. Listen for and clarify any questions about the expressions or drawings.

### 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.

$$8 - 2$$

$$\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}$$

$$1 + 6$$

$$\underline{\hspace{1 cm}} - \underline{\hspace{1 cm}}$$

### 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:

• “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 two-color 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 two-color 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.

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

Draw 5 circles with 3 crossed out. Display $$5 - 3$$.

“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.