The purpose of this activity is for students to solve Take From problems and make sense of tape diagrams that represent this problem type. Students use the diagram to make sense of the context and help guide their calculations as they solve the problem (MP2).

• “¿Qué ocurre en esta historia?” // “What is happening in this story?”
• “¿Tu respuesta debe ser una longitud mayor o menor que 44 pulgadas?” // “Should your answer be a length that is longer or shorter than 44 inches?”

• “¿Cómo les ayudó el diagrama de cinta a pensar en lo que necesitaban hacer para encontrar el valor desconocido?” // “How did the tape diagram help you think about what you needed to do to find the unknown value?” (The diagram shows that 18 was being taken away, so I decided to subtract 18 from 44.)

The purpose of this activity is for students to solve Take From problems within 100 with the unknown in all positions. Students label tape diagrams and use them to make sense of the story problems before solving them (MP2). In Result Unknown and Change Unknown problems, students may not be able to anticipate whether the unknown length will be longer or shorter than the length of the part they know. It is okay if they do not accurately label the smaller part of the tape diagram with the smaller length as long as they are accurately making sense of the problem.

Students are encouraged to use the Three Reads routine as a strategy for making sense of and persevering in solving problems (MP1).

• “¿Qué tan larga es la cinta que le quedó a Priya? Antes de cortarla, ¿crees que medía más o menos de 38 pulgadas?” // “How long is the ribbon that Priya has left? Do you think her ribbon should have been longer or shorter than 38 inches before she cut it?”
• “¿Tu solución muestra que la cinta de Priya era más larga o más corta antes de que ella la cortara? ¿Cómo puedes descubrir cuánto medía la cinta antes de cortarle cualquier longitud?” // “Does your solution show that Priya’s ribbon was longer or shorter before she cut it? How could you find out how long the ribbon was before any length was cut off?”

• Invite selected students to share how they solved the last problem.
• “¿Qué fue distinto en el último problema?” // “What was different about the last problem?” (Even though it was about cutting ribbon, I found the answer by adding.)