The purpose of this Warm-up is for students to make sense of the structure of a story problem, which will be useful when students solve story problems and write equations in a later activity. The problem does not have numbers, so students can focus on the action of the problem.
Launch
Groups of 2
Display story problem.
“¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
¿Qué observas?
¿Qué te preguntas?
Kiran tiene algunos libros.
Su amigo le da algunos libros más.
Student Response
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Advancing Student Thinking
Activity Synthesis
“¿Cuáles son todas las cosas de esta historia que podemos contar?” // “What are all the things we can count in this story?” (The number of books Kiran had at first. The number of books his friend gave him. The number of books he has after his friend gave him more.)
Activity 1
Standards Alignment
Building On
Addressing
1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.See Glossary, Table 1.
The purpose of this activity is for students to make sense of and solve a new type of story problem—Add To, Change Unknown. Students may solve in any way that makes sense to them (MP1). In addition to the methods listed below, look for the different ways students plan their strategy. For example, look for students who may use two different colors of objects or intentionally keep the objects or drawings they start with physically separated from those they add on.
Monitor for and select students with the following approaches to share in the Synthesis:
Show 6 objects, add and remove objects until they count a total of 8 (guess-and-check).
Show 6 objects, add 2 more objects as they count on to 8.
Draw 6 objects, draw 2 more objects as they count on to 8.
The approaches are sequenced from more concrete to more abstract to help students make sense of the ways in which each approach represents the actions and the answer to the question in an Add to, Change Unknown story problem. Aim to elicit both key mathematical ideas and a variety of student voices, especially students who haven't shared recently.
Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including the tools they will use, for solving the problem. If time allows, invite students to share their plan with a partner before they begin. Supports accessibility for: Conceptual Processing, Organization
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
Display and read the problem.
“Este es el mismo problema de nuestro calentamiento. ¿Qué información nueva descubrieron? ¿Qué se preguntan todavía?” // “This is the problem from our Warm-up. What new information did you learn? What do you still wonder?” (I learned how many books Kiran had in the beginning and how many he has at the end. I still wonder how many his friend gave him.)
1 minute: quiet think time
Share and record answers.
Activity
“Ahora resuelvan el problema de una forma que tenga sentido para ustedes” // "Now solve the problem in a way that makes sense to you."
3–4 minutes: independent work time
“Compartan con su compañero cómo pensaron” // “Share your thinking with your partner.”
2–3 minutes: partner discussion
As you monitor for the approaches listed in the Activity Narrative, consider asking:
“¿Cómo encontraron la respuesta a la pregunta?” // “How did you find the answer to the question?”
“¿Qué relación hay entre lo que hicieron y la historia?” // “How does your work match the story?”
Kiran tiene 6 libros.
Su amigo le da algunos libros más.
Ahora Kiran tiene 8 libros.
¿Cuántos libros recibió Kiran de su amigo?
Muestra cómo pensaste. Usa dibujos, números o palabras.
Student Response
Activity Synthesis
Invite previously selected students to share in the given order. Record or display their work for all to see.
Connect students’ approaches by asking:
“¿En qué se parecen estas estrategias? ¿En qué son diferentes?” // “How are these approaches the same? How are they different?”
Connect students’ approaches to the learning goal by asking:
“¿Cómo reconocieron en cada representación cuántos libros tenía Kiran al comienzo?” // “How do you see how many books Kiran had at first in each representation?”
“¿Cómo reconocieron cuántos libros tenía Kiran en total?” // “How do you see how many books Kiran had in all?”
“¿Cómo reconocieron cuántos libros recibió Kiran de su amigo?” // “How do you see how many books Kiran got from his friend?”
As needed, highlight different ways students showed the answer to the question.
Activity 2
Standards Alignment
Building On
Addressing
1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.See Glossary, Table 1.
The purpose of this activity is for students to represent and solve an Add To, Result Unknown or an Add To, Change Unknown story problem. Students then compare each problem, including the structure of the problems and the strategies used to represent and solve them. Students attend to precision and use clear and precise language to explain how they solved and represented the problems (MP6). The Activity Synthesis draws out differences in the story problems as well as differences in how they are solved.
Students will be working on 1 of the 2 problems with a partner. Consider different ways you may read the problems to students to ensure they all have access to mathematics. For example, you may read both problems to students before they work or you may consider reading the first problem, inviting students assigned to that problem to start on their work, and then read the next problem to the remaining students. You may also consider assigning roles to students who may be able to support rereading the story or clarifying the task directions.
MLR8 Discussion Supports. During group presentations, invite the student(s) who are not speaking to follow along and point to the corresponding parts of the display. Advances: Speaking, Representing.
Launch
Groups of 2
Give students tools for creating a visual display and access to 10-frames and connecting cubes or two-color counters.
“Resolvamos más problemas-historia. Estos problemas historia son sobre tomar prestados libros de una biblioteca. ¿Qué tipos de libros les gusta leer?” // "Let’s solve some more story problems. These story problems are about checking out books. What kinds of books do you like to read?"
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
Assign each group one of the problems.
Read the problems.
“Hagan un póster que muestre su respuesta al problema. El póster debe tener un dibujo y palabras que aclaren a los demás cuál es su respuesta. Prepárense para explicar cómo resolvieron el problema” // “Make a poster that shows your answer to the problem. It must have a drawing and labels to make it clear to others what your answer is. Be ready to explain how you solved it.”
5 minutes: partner work time
“Ahora busquen otra pareja que haya resuelto el otro problema y trabajen con ellos. Cada pareja comparte su póster, y cuenta cómo resolvieron el problema y cómo saben que lo que hicieron corresponde al problema-historia” // "Now find another group to work with that solved the other problem. Each group of 2 shares their poster, including how they solved the problem and how they know their work matches the story problem.”
4 minute: small group discussion
Monitor for 1–2 student work samples for each problem that clearly labels the answer to the problem.
Mai tiene 5 libros sobre el espacio.
Ella toma prestados 4 más.
¿Cuántos libros sobre el espacio tiene ahora?
Muestra cómo pensaste. Usa dibujos, números o palabras.
Mai tiene 5 libros sobre el espacio.
Ella toma prestados algunos más.
Ahora tiene 9 libros sobre el espacio.
¿Cuántos libros tomó prestados Mai?
Muestra cómo pensaste. Usa dibujos, números o palabras.
Activity Synthesis
Display both problems and student posters of how each problem was solved.
As needed, reread each problem.
“¿Qué diferencias ven entre los dos problemas-historia?” // “What differences do you see between the two story problems?” (In Problem 1, we know how many books Mai checked out, but in Problem 2 we don’t. In Problem 1 we don’t know how many books she has total, but in Problem 2 we do.)
“Teniendo en cuenta estas diferencias, ¿en qué cambió lo que debían hacer para resolver el problema?” // “How do these differences change what you had to do to solve the problem?” (In Problem 1, we just drew 5 books and 4 more books. Then we had to count how many there were altogether. In Problem 2, we had to start with 5 books, and draw more until we had 9. Then count how many more we drew.)
Keep the problems and student work samples displayed for the Lesson Synthesis.
Lesson Synthesis
“Hoy representamos y resolvimos problemas-historia en los que se agregó algo. A veces sabíamos cuánto había al comienzo y cuánto se agregó, pero no conocíamos el total. A veces sabíamos cuánto había al comienzo y cuál era el total, pero teníamos que averiguar cuánto se agregó” // “Today we represented and solved story problems where something was added. In one story, we knew how much we started with and how much was added, but we didn’t know the total. In other stories we knew how much we started with and the total, but we had to figure out how much was added.”
Reread the story problems from the previous activity.
Display and read:
“5 y 4 es algo” // “5 and 4 is something.”
“5 y algo es 9” // “5 and something is 9.”
“Relacionen cada una de estas afirmaciones con una de las historias que resolvimos. Expliquen cómo se relacionan” // “Match each of these statements to one of the stories we solved. Explain how they match.”
Display .
“Podemos representar ‘5 y 4 es algo’ con esta ecuación. El cuadro muestra que no sabemos el total. El total es desconocido” // “We can represent ‘5 and 4 is something’ with this equation. The box shows that we do not know the total, The total is unknown.”
“Sabemos que necesitamos sumar. Los números que sumamos en la ecuación se llaman sumandos” // “We do know what we need to add. The numbers we add in an equation are called addends.”
Display .
“Podemos representar ‘5 y algo es 9’ con esta ecuación. El cuadro muestra que no sabemos uno de los números que estamos sumando para obtener un total de 9. No sabemos uno de los sumandos. Un sumando es desconocido” // “We can represent ‘5 and something is 9’ with this equation. The box shows that we do not know one of the numbers we are adding to get a total of 9. We do not know one of the addends. An addend is unknown.”
“Vamos a seguir trabajando con problemas de sumandos desconocidos” // “We are going to work more with problems with unknown addends.”
Standards Alignment
Building On
Addressing
Building Toward
1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.See Glossary, Table 1.
“¿Cómo resolviste el problema?” // "How did you solve the problem?"
“¿Cómo puedes usar cubos encajables para mostrar que Kiran tenía seis libros al comienzo y terminó con ocho libros?” // "How could you use connecting cubes to show that Kiran started with six books and ended up with eight books?"
Student Response
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Advancing Student Thinking
If student posters show the quantities in the story, but do not yet clearly show the answer to the problem, consider asking:
“¿Cómo resolviste el problema?” // “How did you solve the problem?”
“¿Cómo muestra tu representación la respuesta al problema? ¿Cómo puedes hacer que sea más claro para los demás saber cuál es la respuesta?” // “How does your representation show the answer to the problem? How could you make it more clear to others what the answer is?”
