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Activity 1

15 mins

Eventos para recaudar fondos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR6 Three Reads

First time implementing?

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

Materials

To Gather

Grid paper

Activity Narrative

In this activity, students perform multi-digit addition and subtraction to solve problems in context and assess the reasonableness of answers. The situation can be approached in many different ways, such as:

Arrange the numbers in some way before adding or subtracting.
Add the largest numbers first.
Add two numbers at a time.
Add numbers with the same number of digits.
Subtract each expense, one by one, from the amount collected.

Students reason abstractly and quantitatively when they make sense of the situation and decide what operations to perform with the given numbers (MP2).

This activity uses MLR6 Three Reads. Advances: reading, listening, representing

Launch

Groups of 2

MLR6 Three Reads

Display only the problem stem, without revealing the questions.
“Vamos a leer este problema 3 veces” // “We are going to read this problem 3 times.”
1st Read: Read both parts of the problem including fall and spring purchases.
“¿De qué se trata esta historia?” // “What is this story about?”
1 minute: partner discussion.
Listen for and clarify any questions about the money raised and the money paid.
2nd Read: Read both parts of the problem including fall and spring purchases.
“¿Cuáles son todas las cosas de esta historia que podemos contar?” // “What are all the things we can count in this story?” (costs of uniforms, meet fees, competition expenses, awards, travel costs)
30 seconds: quiet think time
2 minutes: partner discussion
Share and record all quantities.
Reveal the questions
3rd Read: Read the entire problem, including question(s) aloud.
“¿De qué formas diferentes podemos resolver este problema?” // “What are different ways we can solve this problem?”
30 seconds: quiet think time
1–2 minutes: partner discussion

Activity

3–5 minutes: partner work time

Student Task Statement

Los equipos de atletismo de una escuela recaudaron $41,560 vendiendo cosas y organizando eventos.

En el otoño, los equipos pagaron $3,180 por los uniformes, $1,425 por las inscripciones a los eventos de atletismo y $18,790 por los gastos de viaje.

En la primavera, los equipos pagaron $10,475 por la renovación de sus equipos, $1,160 por los gastos de competencias y $912 por los premios y los trofeos.

¿La cantidad de dinero que recaudaron es suficiente para cubrir todos los pagos? Explica cómo lo sabes.
Si la cantidad recaudada es suficiente, ¿cuánto dinero les queda a los equipos de atletismo después de pagar todos los gastos? Si no es suficiente, ¿cuánto dinero gastaron de más? Explica cómo lo sabes.

Activity Synthesis

Invite students who solved the problem in different ways to share.

Activity 2

20 mins

El menor y el mayor de todos

Standards Alignment

Building On

Instructional Routines

None

First time implementing?

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

Materials

To Copy (from Blackline Masters)

0-9 Digit Cards

To Gather

Grid paper

Activity Narrative

In this activity, students practice adding and subtracting multi-digit numbers through a game. Students draw several cards containing single-digit numbers, arrange the cards to form two numbers that would give the greatest and the least sums and differences. To meet these criteria, students look for and make use of structure in base-ten numbers (MP7).

Action and Expression: Develop Expression and Communication. Provide access to blank four-squares labeled as the greatest possible sum, the least possible sum, the greatest possible difference, and the least possible difference. Invite students to use this template to keep their work organized.
Supports accessibility for: Organization, Attention

Launch

Groups of 2
A set of 10 cards (from the blackline master) for each group, each card with a single-digit number (0–9).
“¿Cuántos números de tres dígitos podríamos formar con 1, 2 y 3? Piensen en todos los posibles números” // “How many three-digit numbers could we form with 1, 2, and 3? Think of all of them.” (123, 132, 213, 231, 312, and 321)
“¿Pueden encontrar una pareja de números de su lista con la que obtengan la menor suma?, ¿la mayor suma?, ¿la menor diferencia?, ¿la mayor diferencia?” // “Can you find a pair of numbers from your list that would produce the least sum? The greatest sum? The smallest difference? The greatest difference?”

Activity

“Tomen turnos para escoger sus tarjetas, una por una” // “Take turns picking cards, one card at a time.”
“Escojan 3 tarjetas para el primer problema. Juntos, formen números de tres dígitos con los que obtengan la mayor y la menor suma, y la mayor y la menor diferencia” // “For the first problem, pick 3 cards. Work together to make three-digit numbers that would give the greatest and the least sums and differences.”
“Repitan lo anterior con 4 tarjetas en el segundo problema. Revisen los cálculos del otro” // “For the second problem, repeat with 4 cards. Check each other's calculations.”
10 minutes: partner work time

Student Task Statement

Tu profesor les va a dar 10 tarjetas a ti y a tu compañero, cada una con un número del 0 al 9. Pon las tarjetas boca abajo en un montón.

Saca 3 tarjetas. Usa las 3 tarjetas para formar 2 números diferentes con los que obtengas:
1. la mayor suma posible
2. la menor suma posible
3. la mayor diferencia posible
4. la menor diferencia posible
Mezcla las tarjetas y saca 4. En cada caso, úsalas para formar 2 números diferentes con los que obtengas:
1. la mayor suma posible
2. la menor suma posible
3. la mayor diferencia posible
4. la menor diferencia posible

Activity Synthesis

Ask students to share their sums and differences and the rest of the class to check if they actually are the greatest and least sums and differences.
“Después de jugar un par de rondas, ¿averiguaron cómo encontrar más rápido la mayor o la menor suma o diferencia? ¿Cómo?” // “After playing a couple of rounds, did you figure out how to find the greatest or least sum or difference more quickly? How?” (Answers vary. Students say they estimated using the place value of the first digits of each number.)

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Lesson 22

Resolvamos problemas en los que hay números grandes

Warm-up

Verdadero o falso: Sumas y diferencias

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

Eventos para recaudar fondos

Standards Alignment

4.NBT.B.4

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

El menor y el mayor de todos

Standards Alignment

4.NBT.A.1

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have a correction or suggestion?

Standards Alignment

4.NBT.B.4

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?

4.NBT.A.2

4.NBT.B.4