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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to mathematize a situation. They ask all kinds of questions about the situation and determine the questions that can be answered using addition or subtraction. When students come up with mathematical questions that can be asked about a situation, they model with mathematics (MP4).

Launch

Groups of 2
“¿Qué saben sobre las huertas?“ // “What do you know about gardens?” (They can have fruits and vegetables. They can have flowers. Lots of times things are planted in rows. They can be big or small. They need to be watered.)

Activity

Read the Task Statement.
“Escriban tantas preguntas como puedan“ // “Record as many questions as you can.”
5 minutes: partner work time
Share and record responses.
“Ahora miren sus preguntas y marquen las que pueden responder usando la suma o la resta“ // “Now look at your questions and circle the ones that can be answered using addition or subtraction.”
3 minutes: partner work time

Lin y su padre van a sembrar en la huerta comunitaria. ¿Qué preguntas puedes hacer sobre esta situación?
Marca las preguntas que se pueden responder usando la suma o la resta.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Share the questions that can be answered using addition or subtraction. Circle them in the class list.
“¿Hay más preguntas que podamos agregar a nuestra lista y que podamos responder usando la suma o la resta?“ // “Are there any other questions we can add to our list that can be answered with addition or subtraction?”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to write story problems that will answer the questions they came up with in the previous activity. Students decide on numbers that are appropriate for the context of their stories. The story problems should require addition or subtraction in order to solve. When students identify information they need to know to solve a problem and make assumptions about information not given in a situation, they model with mathematics (MP4).

Representation: Develop Language and Symbols. Create a display that includes useful vocabulary related to addition and subtraction (“cuántos hay“, “en total“, “más que“ // “how many,” “altogether,” “more than”), as well as common items found in a garden (fruits, vegetables, tomatoes, cucumbers). Invite students to borrow from the display as they write story problems.
Supports accessibility for: Language

Launch

Groups of 2
Display the question, “¿Cuántas cosas van a sembrar ellos?“ // “How many things will they plant?”
“¿Qué necesitamos saber para responder esta pregunta?“ // “What do we need to know in order to answer this question?" (What they planted. How many of each thing they planted.)
Display “Lin y su padre sembraron 5 plantas de frutas y 4 plantas de verduras. También sembraron 6 flores. ¿Cuántas cosas sembraron en total?“ // “Lin and her dad plant 5 fruit plants and 4 vegetable plants. They also plant 6 flowers. How many things do they plant all together?”
“¿Qué observan sobre este problema-historia?“ // “What do you notice about this story problem?” (If we add, we will find out the answer to our question.)
“Vamos a escribir problemas-historia que nos ayuden a responder nuestras preguntas. Podemos inventar los números que vayamos a usar en nuestros problemas, pero deben tener sentido“ // “We are going to write story problems that will help us answer our questions. We can make up the numbers we will use in our stories as long as they make sense”

Activity

Read the Task Statement.
5 minutes: partner work time
Monitor for groups who write interesting story problems such as compare problems or problems with three addends. These stories will be shared in the Synthesis of activity 3.

Escoge una de las preguntas de la lista.
Piensa en la información que necesitas para responder la pregunta.
Escribe un problema-historia que nos ayude a responder la pregunta.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“En la siguiente actividad, vamos a resolver los problemas-historia de los demás” // “In the next activity, we will solve each other’s story problems.”

Activity 3

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to solve the story problems that were written in the previous activity. Students use addition or subtraction to solve the problems in order to answer the questions their classmates asked about the garden.

Launch

Groups of 2

Activity

“Busquen otro grupo. Intercambien los problemas-historia y resuelvan los problemas del otro grupo. Asegúrense de responder la pregunta del otro grupo y de que ellos estén de acuerdo con su respuesta” // “Find another group to work with. Trade story problems and solve each other’s problems. Be sure to answer their question and make sure they agree with your answer.”
10 minutes: small-group work time

None

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Invite previously identified students from Activity 2 to share.
“¿Cómo podrían resolver este problema-historia?“ // “How would you solve this story problem?”

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Lesson 28

La huerta (Optional)

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

Building Toward

1.OA.A.1

1.OA.A.2

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

1.OA.A.1

1.OA.A.2

Addressing

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 3

Standards Alignment

Building On

Addressing

1.OA.A.1

1.OA.A.2

1.OA.B.3

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

Building Toward

1.OA.A.1

1.OA.A.2

1.OA.C.6

Building Toward