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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Which Three Go Together?

Materials

None

Activity Narrative

The purpose of this activity is for students to use their knowledge of geometric figures or numbers in base-ten to complete a Which Three Go Together? If there is time, students can facilitate their Which Three Go Together? with another group.

MLR8 Discussion Supports. Display sentence frames to support small-group discussion: “Estoy de acuerdo porque . . .” // “I agree because . . . .” and “Estoy en desacuerdo porque . . .” // “I disagree because . . . .”
Advances: Speaking, Conversing.

Representation: Internalize Comprehension. Activate background knowledge. Display the Which Three Go Together? and begin by asking, “¿Qué lenguaje podríamos usar para hablar sobre las matemáticas que vemos aquí?” // “What language might we use to talk about the math you see here?”
Supports accessibility for: Language, Attention, Memory

Launch

Groups of 3–4
“Ahora van a completar en grupo una actividad tipo ‘Cuáles tres van juntos’. Un problema tiene figuras geométricas y el otro tiene números. Escojan uno de los dos problemas y complétenlo” // “Now you will work with your group to complete a Which Three Go Together? One problem has geometric figures and the other has numbers. Choose one of the two problems to complete.”
“A la actividad le falta un elemento. Decidan cómo completarla para que los 3 elementos del grupo vayan juntos” // “The activity has a missing item. Decide how to complete it so that each group of 3 goes together.”

Activity

10 minutes: small-group work time
As students work, monitor for groups who discuss and design:
- Figures based on parallel or intersecting lines, segments, rays, or angles.
- Numbers based on odd or even, place value in base-ten, or comparison statements.

Escojan cualquiera de los dos problemas: el de figuras geométricas o el de números. Después, completen la actividad tipo “Cuáles tres van juntos”.

Figuras geométricas

¿Cuáles 3 van juntas?

Decidan cuál es la cuarta figura para completar la actividad tipo “Cuáles tres van juntos”.

Para cada grupo de 3 figuras, discutan una razón por la que van juntas.

A, B y C van juntas porque:

A, B y D van juntas porque:

A, C y D van juntas porque:

B, C y D van juntas porque:

Números

¿Cuáles 3 van juntos?

Decidan cuál es el cuarto número para completar la actividad tipo “Cuáles tres van juntos”.

Para cada grupo de 3 números, discutan una razón por la que van juntos.

A, B y C van juntos porque:

A, B y D van juntos porque:

A, C y D van juntos porque:

B, C y D van juntos porque:

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Choose small groups to share the different reasons the items go together for one or both problems as time permits.
Ask students to share their completed Which Three Go Together? and ask the class to share reasons the items go together.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.
Ask others in the class if they reasoned about the properties of the given figures the same way as the presenting group but produced a different item to complete it. Invite them to share their thinking and creation.

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Which Three Go Together?

Materials

None

Activity Narrative

The purpose of this activity is for students to use their knowledge of operations and expressions to complete a Which Three Go Together? with two unknown items. They work together to propose new expressions that share a feature with the other groups of 3 items.

Launch

Groups of 2 or 4
“Ahora van a completar en grupo otra actividad tipo ‘Cuáles tres van juntos’. A esta actividad le faltan dos elementos. En grupo, asegúrense de que para cada expresión nueva que agreguen haya una razón por la que esta va con las otras” // “Now you will work with your group to complete another Which Three Go Together? This activity has two items missing. Work together to make sure each new expression you add has a reason why it goes together with the others."

Activity

10 minutes: small-group work time
As students work, monitor for groups who discuss and write expressions, based on some of the following:
- The kind of numbers used.
- How many numbers are used.
- The order of the numbers.
- The symbols.
- The value of the expression.

Esta es otra actividad tipo “Cuáles tres van juntos” incompleta. Le faltan dos expresiones.

¿Cuáles 3 van juntas?

Decidan cuáles son las dos expresiones para completar la actividad tipo “Cuáles tres van juntos”. Luego, escríbanlas.

Para cada grupo de 3 expresiones, discutan una razón por la que van juntas.

A, B y C van juntas porque:

A, B y D van juntas porque:

A, C y D van juntas porque:

B, C y D van juntas porque:

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Choose small groups to share the different reasons the expressions they chose go together.
Ask students to share their completed Which Three Go Together? and ask the class to share reasons the expressions go together.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.
“¿Qué características de las expresiones examinaron o con cuáles experimentaron para completar su grupo?” // “What were some features of the expressions that you looked at or experimented with to complete your set?” (The kind of numbers used, how many numbers are used, the order of the numbers, the symbols, the value of the expression.)

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Lesson 11

Cuáles tres van juntos

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

4.G.A.1

4.NF.C

Addressing

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

4.NBT.B

Addressing

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 3

Standards Alignment

Building On

4.G.A

4.NF.C

Addressing

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

4.OA.B

4.OA.C

Addressing

Building Toward