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Activity 1

Standards Alignment

Building On

Addressing

Instructional Routines

MLR6 Three Reads

Materials

To Gather

Connecting cubes in towers of 10 and singles

Activity Narrative

The purpose of this activity is for students to make sense of and solve a new type of story problem—Take From, Start Unknown, using the Three Reads routine. As students discuss, represent, and solve the problem, they see that even though the actions in the story problem can be represented with subtraction, they solve it using addition. The Three Reads routine encourages students to make sense of the quantities in the story and their relationship before mapping out a strategy to solve the problem (MP2).

This activity uses MLR6 Three Reads. Advances: Reading, Listening, Representing.

Launch

Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
“Hay distintas artes y manualidades que las personas disfrutan hacer. Hacer pulseras de la amistad, como las de las historias que resolvimos, es una manualidad que a muchos estudiantes les gusta. ¿Qué artes y manualidades les gustan a ustedes? ¿Qué otras artes y manualidades conocen que las personas disfruten?” // “There are many different arts and crafts that people enjoy doing. Making friendship bracelets, like the ones in the stories we solved, is one craft that lots of students like. What arts and crafts do you like? What arts and crafts do you know that other people enjoy?”
30 seconds: quiet think time
Share responses.
“Vamos a seguir resolviendo problemas sobre manualidades que las personas disfrutan” // “We are going to continue to solve problems about crafts that people enjoy.”

MLR6 Three Reads

Display only the problem stem, without revealing the question.
“Vamos a leer este problema tres veces” // “We are going to read this problem three times.”
1st Read: “Elena tiene una bolsa de chaquiras. Ella saca 9 chaquiras. Quedan 11 chaquiras en la bolsa” // “Elena has a bag of beads. She takes out 9 beads. 11 beads are left in the bag.”
“¿De qué se trata esta historia?” // “What is this story about?”
1 minute: partner discussion
Listen for and clarify any questions about the context.
2nd Read: “Elena tiene una bolsa de chaquiras. Ella saca 9 chaquiras. Quedan 11 chaquiras en la bolsa” // “Elena has a bag of beads. She takes out 9 beads. 11 beads are left in the bag.”
“¿Qué cosas se pueden contar?” // “What can be counted?” (number of beads she took out, number of beads that are left in the bag, number of beads there are altogether)
30 seconds: quiet think time
1 minute: partner discussion
Share and record all quantities.
3rd Read: Read the entire problem, including the question, aloud.
“¿De qué formas diferentes podemos resolver este problema?” // “What are different ways we can solve this problem?” (Use connecting cubes to show the beads, draw a picture, write an equation using a fact we know)
30 seconds: quiet think time
1–2 minutes: partner discussion

Activity

“Con su compañero, representen y resuelvan el problema. Muestren cómo pensaron. Usen dibujos, números o palabras” // “Work with your partner to represent and solve the problem. Show your thinking using drawings, numbers, or words.”
5 minutes: partner work time
Monitor for students who:
- use cubes to show 9 beads out of the bag and 11 beads in the bag
- draw bag and write 11 in it, write or draw 9 next to it
- write

Elena tiene una bolsa de chaquiras.
Ella saca 9 chaquiras.
Quedan 11 chaquiras en la bolsa.
¿Cuántas chaquiras había en la bolsa al comienzo?
Resuelve el problema-historia.
Muestra cómo pensaste. Usa dibujos, números o palabras.

Student Response

to access Student Response.

Advancing Student Thinking

If students subtract 9 beads from 11 beads, consider asking:

“¿Qué ocurre en la historia” // “What is happening in the story?”
“¿Cómo podrías usar cubos encajables o dibujos para mostrar la historia?” // “How could you use connecting cubes or drawings to act out the story?”

Activity Synthesis

Invite previously identified students to share in the sequence described.
Record student thinking with drawings and equations.
“¿En qué se parecen estos métodos?” // “How are these methods the same?” (They all added 11 and 9.)

Activity 2

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Gather

Connecting cubes in towers of 10 and singles

Activity Narrative

The purpose of this activity is for students to make sense of Take From story problems with unknowns in different positions. Students analyze one drawing and describe how it matches each story problem (MP2). As students describe how the drawing matches each problem, the teacher labels the drawing and includes a question mark for the unknown in the story. This allows students to see that although the same drawing represents three different problems, the unknown value is not in the same place in the drawing. They understand that the drawing is used differently to solve each problem.

MLR8 Discussion Supports. Prior to discussing how the drawing shows each story problem, invite students to make sense of the task and take turns sharing their understanding with their partner. Listen for and clarify any questions about the directions.
Advances: Reading, Representing

Engagement: Provide Access by Recruiting Interest. Provide choice and autonomy. Provide access to connecting cubes, colored pencils, or highlighters that students can use to match the story problems to the corresponding equations.
Supports accessibility for: Conceptual Processing, Organization

Launch

Groups of 2
Give students access to connecting cubes.

Activity

Read the Task Statement.
5 minutes: partner discussion
Monitor for students who can explain how the diagram matches each story.

Discute con tu compañero la manera en que el dibujo muestra cada problema.
1. Elena tiene 15 chaquiras en una caja.
  Ella usa 5 para hacer una pulsera.
  ¿Cuántas chaquiras le quedan a Elena?
2. Elena tenía algunas chaquiras en una caja.
  Usó 5 para hacer una pulsera.
  Le quedan 10 chaquiras.
  ¿Cuántas chaquiras había en la caja de Elena?
3. Elena tenía 15 chaquiras en una caja.
  Usó algunas para hacer una pulsera.
  Le quedan 10 chaquiras.
  ¿Cuántas chaquiras usó Elena para hacer la pulsera?

Student Response

to access Student Response.

Activity Synthesis

Invite previously identified students to share.
Record student explanations by labeling each diagram with the known quantities and a question mark for the unknown.
Record an equation with a question mark for the unknown to match student explanations.
“¿En qué se parecen estas historias y sus representaciones? ¿En qué son diferentes?” // “How are these stories and their representations the same? How are they different?” (They’re all about beads. Each drawing shows 15 boxes for the beads and 5 of them are blue. The question mark is in different places. It means the total amount before any were taken away in one story, the amount that was taken away in another story, and the amount that was left in another story.)

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Lesson 13

Resolvamos problemas-historia de quitar

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

1.OA.A.1

1.OA.C.6

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

1.OA.A.1

1.OA.C.6

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

Building Toward

1.NBT.C.4

Advancing Student Thinking

Building Toward

Building Toward