# Lesson 15

Draw Groups of Things

## Warm-up: How Many Do You See: Many Ways to Show 5 (10 minutes)

### Narrative

The purpose of this warm-up is for students to subitize or use grouping strategies to describe the images they see. Students look for and make use of structure when they notice and use the arrangement of one image to help them with the next (MP7).

### 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 or write and say “5”.
- “Each group has 5 dots. Even though they are arranged differently, they are all 5.”
- “We have been showing numbers in many different ways. What ways to show 5 did you see in this warm-up? What are some other ways that you can show 5?” (We saw 5 dots. We saw 5 on a 5-frame. We could hold up 5 fingers. We could use 5 counters or objects.)

## Activity 1: Number Posters with Drawings (15 minutes)

### Narrative

The purpose of this activity is for students to draw images to match a number. Students work in small groups to draw many different groups with the number on their poster. After students create their posters, they participate in a gallery walk. Consider establishing a small sound or motion to signal to students when it is time to move from one poster to the next.

This activity uses *MLR7 Compare and Connect. *Advances: Representing, Conversing.

### Required Materials

Materials to Gather

### Required Preparation

- Each group of 4 students need a piece of chart paper with a number (1-10) written at the top.

### Launch

- Groups of 4
- Give each group of students a piece of chart paper with a number 1-10 written on top. Give students access to crayons, colored pencils, or markers.
- “You are going to make a poster with your group. Draw as many groups as you can to show the number on your poster.”

### Activity

- 5 minutes: small-group work time
- “Walk around and look at the posters that other groups made. What do you notice? How are the other posters the same as your poster? How are they different?”
- 5 minutes: gallery walk

### Student Response

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### Activity Synthesis

- Display a student drawing of 6 things or draw 6 apples in an array:
- “Elena drew these apples. Which number poster did she draw these apples for? How do you know?”
- Display a student drawing of 6 things or draw 6 apples in a line of 5 and 1:
- “Diego drew these apples. Which number poster did he draw these apples for? How do you know?”

## Activity 2: Introduce Math Libs, Draw 1–10 (10 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the Math Libs center. Students draw groups of images to match given numbers.

*MLR8 Discussion Supports.*Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.

*Advances: Speaking*

*Action and Expression: Internalize Executive Functions.*Check for understanding by inviting 1–2 students to rephrase directions in their own words. If time permits, invite students to share the “moves” they will make when it is their turn.

*Supports accessibility for: Memory, Organization*

### Required Materials

### Launch

- Groups of 2
- Give each group of students a number mat, a connecting cube, and two copies of a page from the blackline master.
- “We are going to learn a new center called Math Libs.”
- Demonstrate rolling a cube onto the mat.
- “Should I write 4 next to the butterflies, ladybugs, caterpillars, flowers, or rabbits?”
- “I wrote 4 next to the rabbits, so now I need to draw 4 rabbits in my picture. It’s okay if my rabbits don’t look exactly like the rabbits in the picture. Then I will roll for my partner and they will write the number and add drawings to their picture.”
- Demonstrating drawing 4 rabbits in the picture.

### Activity

- “Take turns playing with your partner. Roll the cube and tell your partner the number. Then they choose where to write the number and draw that many things in their picture.”
- 6 minutes: partner work time

### Student Response

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### Activity Synthesis

- Invite 3–4 students to share their pictures. Display the pictures for the class.
- “Why do all of the pictures have ladybugs in them?” (We all had to draw some ladybugs.)
- “Why don’t they all have the same number of ladybugs?” (The number was different each time you rolled.)

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

### Narrative

The purpose of this activity is for students to choose from activities that offer practice composing, decomposing, and comparing numbers.

Students choose from any stage of previously introduced centers.

- Math Libs
- Bingo
- Number Race
- Geoblocks
- Math Fingers

### Required Materials

Materials to Gather

### Required Preparation

- Gather materials from:
- Math Libs, Stage 1
- Bingo, Stages 1 and 2
- Number Race, Stage 1
- Geoblocks, Stages 1 and 2
- Math Fingers, Stages 1 and 2

### Launch

- “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.

Math Libs

Bingo

Number Race

Geoblocks

Math Fingers

### Activity Synthesis

- Invite students to display their completed Math Libs page.
- “How many _____ did they draw? How do you know?” (I counted them. They wrote the number _____ next to it.)

## Lesson Synthesis

### Lesson Synthesis

Display 2 student-created Math Libs pictures from the second activity, but hide the numbers written at the top. Record and display one set of numbers separately, so that students can determine which picture matches the numbers.

“Han wrote down these numbers for his picture. Which picture did Han draw?”

## Cool-down: Unit 2, Section C Checkpoint (0 minutes)

### Cool-Down

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