The purpose of this activity is for students to connect story problems to the equations that represent them and to solve different types of story problems. Students identify equations with a symbol for the unknown that match a story problem and justify their decisions by describing how the equations represent the quantities and any actions in the story problem (MP4). When students analyze and connect the quantities and structures in the story problems and equations, they are thinking abstractly and quantitatively (MP2).

• Invite students to share how they decided which cards go together.
• Consider asking:
  • “¿Cómo corresponde la ecuación al problema-historia?” //  “How does the equation match the story problem?”
  • “¿Hay otra ecuación que podría corresponder al problema-historia? Expliquen por qué sí o por qué no” //  “Is there another equation that could match the story problem? Explain why or why not.”

The purpose of this activity is for students to use tape diagrams and equations to represent different types of story problems within 100. In this activity, students interpret story problems and use diagrams and equations to represent the unknown quantities. Students are encouraged to solve using a method that makes sense to them.

Students may complete the parts of each problem in an order that makes sense to them. In the Activity Synthesis, students compare and connect their diagrams, equations, and methods for solving (MP2, MP7). Monitor for students who draw accurate diagrams and create different equations for the problem with Noah and Kiran’s seeds to share in the Lesson Synthesis.

• “¿Cuáles son las diferentes cosas de esta historia que puedes contar? ¿Cómo muestra tu diagrama estas cosas?” // “What are the different things that you can count in the story? How does your diagram show these things?”
• “¿Qué podrías agregarle a tu diagrama para ayudarle a alguien a hacer conexiones con la historia?” // “What could you add to your diagram to help someone make connections to the story?”

• Invite a previously identified student to share their completed tape diagram and the addition equation for Andre's seeds.
• Invite a previously identified student to share the way they used subtraction to find how many seeds Andre won.
• “¿En qué se parecen la ecuación de ______ y el método de _____? ¿En qué son diferentes?” //  “How are _____’s equation and _____’s method the same? How are they different?” (They both use the same numbers. _____’s method is a way to find the unknown value in the equation. They are different because the equation is addition, but the method shows subtraction).
• “¿El método de ______ que usa resta corresponde a las acciones del problema-historia? Explica por qué sí o por qué no” //  “Does _____’s method using subtraction match the actions in the story problem? Explain why or why not.” (No. The story tells about starting with some seeds and getting more seeds. That is addition. But you can use subtraction to find the value, since there is an unknown addend.)
• “A veces puede ser mejor usar ecuaciones de suma o de resta para representar las acciones que ocurren en una historia. Pero siempre pueden usar suma o resta para encontrar un sumando desconocido” //  “Sometimes it might be better to use addition or subtraction equations to represent the actions that are happening in a story. But you can always use addition or subtraction to find an unknown addend.”