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Launch

Groups of 2
Display the image in the student book.
“¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate that’s too high?” “Too low?” “About right?”
1 minute: quiet think time

Activity

“Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.

Student Task Statement

¿Cuántos útiles escolares en total hay en la mesa?

Escribe una estimación que sea:

muy baja	razonable	muy alta

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity 1

20 mins

¿Qué puede ser?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is for students to consider the magnitude of numbers ranging from one-digit to three-digits. Students estimate what item in a school might be represented by a given number and also what items could definitely not be represented by that number. When students estimate and make assumptions about what could be in a school building, they model with mathematics (MP4).

Launch

Groups of 2
“Ya pensamos en muchas cosas que se pueden contar en una escuela. Ahora vamos a pensar en los objetos en una escuela que podrían representarse con algunos números” // “We just thought about lots of different things in schools that could be counted. Now we will think about the items in a school that some numbers could represent.”

Activity

“Piensen en algo que cada número puede representar en una escuela. También piensen en algo que no puede representar. Por ejemplo, yo sé que el número 1 no puede representar la cantidad de pupitres en una escuela porque en las escuelas hay muchos niños. Entonces, en las escuelas necesitan muchos pupitres” // “For each number, think about something it could represent in a school building. Also, think about something it could not represent. For example, I know the number 1 could not represent the number of desks in a school because schools have lots of kids in them. So, schools need lots of desks.”
10 minutes: partner work time
Monitor for students who:
- Think of multiple ideas for school representations of a number.
- Can explain their reasoning.
- Use place value in their explanations.

Student Task Statement

Estos son algunos números que representan cantidades de objetos. ¿Qué puede representar cada número? Piensa en algo que cada número no puede representar. Escribe tus ideas.

número	Puede representar:	No puede representar:
1
3
56
110
408

Activity Synthesis

Invite previously selected students to share.
“¿Están de acuerdo en que este número podría representar _____?” // “Do you agree that this number could represent _____?”
“¿Cómo les ayudó la estimación a pensar en lo que estos números podrían representar?” // “How did you use estimation to help you think about what these numbers could represent?” (I know about 5 people walk from home in our class. If there are 4 classes in our grade, that’s about 20 kids that walk in each grade. Then I added 20 for each grade in our school and got 120. I know 120 is close to 110 and maybe there are less kids that walk in some classes or grades.)

Activity 2

20 mins

Está en nuestro salón de clase

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

None

Activity Narrative

The purpose of this activity is for students to think about the quantity of different items in their own classroom. Students begin by sharing different items they think these numbers could not represent. They then make a list of items they think each number could represent. They discuss what work would need to be done to determine if any of their ideas are correct. If time permits, students collect this data and determine what the numbers represent. If students are not able to collect this data, the teacher can reveal what the numbers represent in their classroom. When students collect data or explain how it could be collected, they model with mathematics (MP4).

Launch

Groups of 2
Display the previously made chart with numbers of classroom items.
“Después de investigar un poco, encontré dos números que representan las cantidades exactas de dos cosas que hay en nuestro salón de clase” // “I have done some research and found two numbers that represent the exact quantities of two items in our classroom.”

Activity

“Escriban los números de la tabla en su libro de trabajo. Luego, piensen en las cosas que hay en nuestro salón de clase. Escriban todas las cosas que los números podrían representar y todas las cosas que los números no podrían representar” // “Record the numbers on the table in your student book. Then think about the items in our classroom. Record as many items as you can that the numbers could represent, and items that the numbers could not represent.”
5 minutes: partner work time
Share and record responses, starting with items the numbers could not represent.
“Ahora tenemos una lista de cosas que estos números podrían representar. ¿Qué podemos hacer para revisar si alguna de las cosas de nuestra lista es correcta?” // “Now we have a list of items these numbers could represent. What could we do to see if any of the items on our list are correct?” (We could count each of the items and see how many there are. We could put them into groups of 10 or 100 and see how many groups we have so we know if we are close. If we are, we could count them to get an exact number.)
Group students based on the item they think is represented by the number. Have each group work together to find out if the given number matches the quantity of that item.
5 minutes: small group work time

Student Task Statement

Escribe los números que te dé tu profesor. Después completa las otras columnas.

número	Puede representar:	No puede representar:

Activity Synthesis

“¿Qué aprendió su grupo sobre la cantidad de una de las cosas que eligieron?” // “What did your group learn about the quantity of the item you chose?” (We learned that there are way more ____ than we thought. When we counted to 200 and saw that there were still a lot more, we stopped because we knew there were more of this item than the given number. We learned that the given number represented the item we counted.)
If students have not determined the items represented by the given numbers, reveal each item. Consider counting each item as a class to confirm.

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Lesson 14

En la escuela (Optional)

Warm-up

Exploración de estimación: Útiles escolares

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

¿Qué puede ser?

Standards Alignment

2.NBT.A

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Está en nuestro salón de clase

Standards Alignment

2.NBT.A.1

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

2.NBT.A

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?