The purpose of this activity is for students to compose and decompose numbers up to 10 in the context of packing boxes with fruit. Students choose two types of fruit and determine how many of each fruit to pack in the box. When students consider assumptions about information not given in a situation and model a situation using a representation such as a drawing or an expression, they model with mathematics (MP4).

• “En la siguiente actividad, vamos a compartir nuestros pósteres” // “In the next activity, we will share our displays.”

The purpose of this activity is for students to write expressions to show how students composed and decomposed numbers in the previous activity. When students model a situation using a representation such as an expression, they model with mathematics (MP4).

• Choose one student’s display to share with the class. Do not show the display, but write an expression that shows how they packed the box. For example, if the student put 1 apple and 6 pears in their box, display and write .
• “Escribí esta expresión para mostrar la lonchera con frutas que _____ empacó. ¿Qué sabemos sobre cómo empacó la lonchera _____?” // “I wrote this expression about the box of fruit that _____ packed. What do we know about how _____ packed the box?” (We know that they packed the box with 2 kinds of fruit. We know that they put 1 of one kind of fruit and 6 of another kind of fruit. We know that they put 7 fruits in the box altogether.)
• “¿Qué preguntas tienen todavía sobre la lonchera de ______?” // “What questions do you still have about ______’s box?” (What kind of fruit did they put in the box? (How many of each fruit did they put in the box?)
• Invite the previously identified student to share their display. Ask students how the numbers in the expression connect to the display. 
• Repeat with as many students as time allows.