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Activity 1

15 mins

Conversación numérica: Diseño 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Number Talk

Materials

None

Activity Narrative

The purpose of this activity is for students to reason about strategies for finding whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors. Students add one expression to a partially-completed Number Talk activity. If there is time, students can facilitate their Number Talk with another group.

Engagement: Provide Access by Recruiting Interest. Synthesis: Optimize meaning and value. Invite students to share how they chose the last expression to complete the Number Talk with their favorite math teacher.
Supports accessibility for: Conceptual Processing, Language

Launch

Groups of 2 or 4
“Ahora completen con su grupo una actividad tipo ‘Conversación numérica’. A esta actividad le falta una expresión. Decidan qué expresión podría completar la actividad y escríbanla en el espacio en blanco” // “Now you will work with your group to complete a Number Talk activity. This activity has one expression missing. Decide on an expression that would complete the Number Talk and write it on the blank line.”

Activity

10 minutes: small-group work time
As students work, monitor for groups that discuss and design an expression based on some of the following:
- They keep the same divisor.
- They add the dividends, but keep the same divisor.
- They subtract the dividends and keep the same divisor.
- They make the dividend smaller to get or .
- They use a combination of multiples, half, double, or triple the dividend and divisor to change both the dividend and divisor. For example, .

Student Task Statement

Escriban una expresión para completar la “Conversación numérica”. Prepárense para explicar cómo escogieron la última expresión.

Encuentra mentalmente el valor de cada expresión.

___________

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Choose groups to share that had different reasons for their fourth expression.
Ask groups to share their completed Number Talk and ask the class to share reasons for the last expression.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.

Activity 2

15 mins

Conversación numérica: Diseño 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Number Talk

Materials

None

Activity Narrative

The purpose of this activity is for students to reason about strategies for finding whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors. Students add two expressions to a partially-completed Number Talk activity. If there is time, students can facilitate their Number Talk with another group.

Launch

Groups of 2 or 4
“Ahora completen con su grupo una actividad tipo ‘Conversación numérica’. Hay dos opciones y a cada una de ellas le faltan dos expresiones. Decidan qué expresiones completarían una de las actividades tipo ‘Conversación numérica’ y escriban esas expresiones en los espacios en blanco” // “Now you will work with your group to complete a Number Talk activity. This activity has two options that each have two expressions missing. Decide on expressions that would complete one of the Number Talk activities and write those expressions in the blank lines.”

Activity

10 minutes: small-group work time
As students work, monitor for groups that discuss and design expressions based on some of the following:
- They adjust the dividend but keep the divisor.
- They adjust the divisor and keep the dividend.
- They use partial quotients, either through addition or subtraction.
- They use multiplicative relationships, such as halving and doubling, and reason how that impacts the quotient.
- They use multiplicative relationships, such as multiplying by 2 or 10 and dividing by 2 or 10, and reason how that impacts the quotient.

Student Task Statement

Escojan una de las opciones de actividades tipo “Conversación numérica” y complétenla. Prepárense para compartir cómo razonaron sobre las expresiones que escogieron.

Opción 1:

Encuentra mentalmente el valor de cada expresión.

________________
________________

Opción 2:

Encuentra mentalmente el valor de cada expresión.

________________
________________

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Choose groups to share that had different reasons for their expressions.
Ask groups to share their completed Number Talks and ask the class to share reasons for their expressions.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.

Activity 3

15 mins

Conversación numérica: Diseño 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Number Talk

Materials

None

Activity Narrative

The purpose of this activity is for students to reason about strategies for finding whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors. Students add three expressions to a partially-completed Number Talk activity. If there is time, students can facilitate their Number Talk with another group.

Launch

Groups of 2 or 4
“Ahora completen con su grupo una actividad tipo ‘Conversación numérica’. A esta actividad le faltan tres expresiones. Decidan qué expresiones completarían la ‘Conversación numérica’ y escríbanlas en los espacios en blanco” // “Now you will work with your group to complete a Number Talk activity. This activity has three expressions missing. Decide on expressions that would complete the Number Talk and write them in the blank lines.”

Activity

10 minutes: small-group work time
As students work, monitor for groups that discuss and design expressions based on some of the following:
- They adjust the dividend but keep the divisor.
- They adjust the divisor and keep the dividend.
- They use partial quotients, either through addition or subtraction.
- They use multiplicative relationships, such as multiplying by 2 or 10 and dividing by 2 or 10, and reason how that impacts the quotient.

Student Task Statement

Escriban expresiones para completar la “Conversación numérica”. Prepárense para explicar cómo escogieron las expresiones.

Encuentra mentalmente el valor de cada expresión.

__________
__________
__________

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Choose groups to share that had different reasons for their expressions.
Ask groups to share their completed Number Talk and ask the class to share reasons for their expressions.
As each group shares, continually ask others in the class if they agree or disagree and the reasons why.

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Settings

Language

Audience

Assessment Access

Lesson 16

Conversación numérica

Warm-up

Conversación numérica: División

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Conversación numérica: Diseño 1

Standards Alignment

Building On

Addressing

5.NBT.B.6

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 2

Conversación numérica: Diseño 2

Standards Alignment

Building On

Addressing

5.NBT.B.6

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 3

Conversación numérica: Diseño 3

Standards Alignment

Building On

Addressing

5.NBT.B.6

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

5.NBT.B.6

Building Toward