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).

• Display the 9 circles with 2 crossed out:

  

• “Piensen en la expresión , ¿en qué parte del dibujo ven el 9? ¿En qué parte ven el 2?” // “For the expression , 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:

  

• “¿Qué expresión emparejaron con este dibujo? ¿Por qué?” // “Which expression did you match to this drawing? Why?” (, because 7 and 0 more is still 7.)
• “Cuando sumamos 0, no se agrega ninguno, así que el dibujo muestra 7 y 0 más” // “When we add 0, there are none added, so the drawing shows 7 and 0 more.”

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.

• “¿Qué sabes sobre esta expresión?” // “What do you know about this expression?”
• “¿Qué parte de la expresión nos dice si debemos sumar o restar? ¿Cómo te puede ayudar eso a saber qué dibujar?” // “Which part of the expression tells us whether to add or subtract? How can that help you figure out what to draw?”

• Display this image from the student book:

  

• “¿Qué expresión escribieron para emparejarla con este dibujo?” // “What expression did you write to go with this drawing?” ()
• “¿En qué parte de la expresión ven los 3 círculos que están tachados?” // “Where do you see the 3 circles that are crossed out in the expression?”
• “¿En qué parte de la expresión ven los 6 círculos?” // “Where do you see all 6 circles in the expression?”

The purpose of this activity is for students to learn Stage 3 of the Shake and Spill center. Students begin with a cup of (up to 10). One partner shakes and spills the counters. Students count to find the total of 2 groups of objects and represent addition with a drawing and an expression. The recording sheet asks for an expression or an equation. Kindergarten students should fill in the expression. When the same stage is used in first grade, they will complete an equation.

After they participate in the center, students choose any previously introduced stage from these centers:

• Number Race
• Math Stories

• Display .
• “Andre y Tyler escribieron . ¿Cómo piensan que se veían sus fichas?” // “Andre and Tyler wrote . What do you think their counters looked like?” (4 red counters and 3 yellow counters. 4 yellow counters and 3 red counters.)