# Lesson 14

Sort and Color Expressions and Images within 5

## Warm-up: Choral Count: Practice Counting On (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to practice counting on from a given number and notice patterns in the count.

### Launch

• “Count by 1, starting at 13.”
• Record as students count.
• Stop counting and recording at 20.

### Activity

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

### Activity Synthesis

• “Name a number that is more than 4.”
• “Name a number that is more than 11.”
• “Name a number that is less than 7.”
• “Name a number that is more than 15.”

## Activity 1: Owl Color (15 minutes)

### Narrative

The purpose of this activity is for students to develop fluency as they find the value of addition and subtraction expressions within 5.

Representation: Access for Perception. Students with color blindness may benefit from additional guidance to identify which colors to use. Provide access to colored pencils or crayons with labels that indicate the color and the corresponding number it should be used for.
Supports accessibility for: Visual-Spatial Processing

### Launch

• Display the student book.
• “This code tells us which color to use. If the group of dots or expression shows 5, you are going to color that section brown.”
• “This section says $$2 + 0$$. What color should I color this section? How do you know?” (You should color it green. $$2 + 0$$ is 2.)
• “Figure out the total number of dots in each image. Find the value of each expression. Check the key to determine which color to use on this section. If the expression is $$2 + 1$$, you would color that section red, because in the key it says that ‘3’ should be colored red.”

### Activity

• 15 minutes: independent work time

### Student Facing

Color each section.

### Activity Synthesis

• “What are the different ways that 3 and 2 is shown on your coloring page?” ($$2 + 3$$, $$3 + 2$$.)
• “How could you show that 3 and 2 is 5 in a different way?” (I could show 3 and 2 is 5 on my fingers or with dominoes or with counters.)
• “Can you think of a way to make 4 that isn’t shown on the coloring page?” (2 dots and 2 dots, 5 dots with 1 crossed out)

## Activity 2: Sort Expressions by Total and Difference (10 minutes)

### Narrative

The purpose of this activity is for students to sort compositions and decompositions of numbers to 5 represented as expressions. Students find the value of expressions as they sort the cards into groups by total.

MLR8 Discussion Supports. Students should take turns sorting the cards and explaining their reasoning to their partner. Display the following sentence frames for all to see: “I noticed ___ , so I . . .” Encourage students to challenge each other when they disagree.

### Required Materials

Materials to Copy

• Expression Cards
• Sorting Chart 1-5

### Required Preparation

• Create a set of cards from the blackline master for each group of 2.

### Launch

• Groups of 2
• Give each group of students a set of cards.

### Activity

• “For each number, work with your partner to find all of the expressions that show that number.”
• 5 minutes: partner work time
• “Write one more expression for each number.”
• 3 minutes: independent work time

### Activity Synthesis

• Invite a student to share how they sorted the cards.

## Activity 3: Centers: Choice Time (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.
• 5-frames
• Bingo
• Geoblocks
• Find the Value of Expressions
Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• 5-frames
• 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 first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 8 minutes: center work time
• “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Choose a center.

5-frames

Bingo

Geoblocks

Find the Value of Expressions

## Lesson Synthesis

### Lesson Synthesis

Draw equations and dots:

$$2 + 1 = 3$$

$$5 - 2 = 3$$

“What do you notice is the same and different about these equations and drawings?” (They both show the same number. They both have 2 as a part. One equation shows addition and the other shows subtraction.)