standard_description: Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
problem_activity: Narrative
The purpose of this activity is for students to represent a number from 1–10 in different ways. Students write the number, use objects to create groups, and draw groups of images. Students use these representations while they take a gallery walk in the next activity. Students use appropriate tools strategically as they choose which objects to use and how to organize them to represent their number (MP5).
Representation: Internalize Comprehension.
Students would benefit from recalling the previous activity where they created a poster. Begin by asking, “Does anyone remember doing a previous activity where you had to create a poster?” Invite students to share what expectations and strategies they used in the prior activity and determine if any of those are applicable in this activity.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Gather
Chart paper
Colored pencils, crayons, or markers
Connecting cubes or counters
Required Preparation
Each group of 2 needs 1 half sheet of chart paper.
Launch
Groups of 2
Give each group a half-sheet of chart paper and access to crayons or colored pencils and connecting cubes or counters.
“Work with your partner to choose a number from 1–10 to show in many different ways.”
1 minute: partner discussion
“Show your number in as many different ways as you can.”
Activity
5 minutes: partner work time
Student Response
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Activity Synthesis
“What are some different ways you and your partner showed your number?” (We counted out 5 cubes. We wrote the number 5. We drew groups of 5 images. We showed that it is 1 more than 4 and 1 less than 6.)


aligns: no