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Activity 1

15 mins

Verdadero o falso: Diseño 1

Standards Alignment

Building On

Addressing

Instructional Routines

True or False?

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 reason about subtracting fractions with unlike denominators to write one equation that completes a True or False? activity. If there is time, students can facilitate their True or False? with another group.

Representation: Internalize Comprehension. Synthesis: Use multiple examples and non-examples to emphasize the importance of finding like units in order to subtract fractions.
Supports accessibility for: Conceptual Processing, Memory

Launch

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

Activity

10 minutes: small-group work time
As students work, monitor for groups who discuss and create an equation based on some of the following:
- The fractions on one side of the equation have unlike denominators, and the fractions on the other side have like denominators.
- The common denominator is appropriate, but the corresponding fraction used is not equivalent.
- The equation is similar to a previous equation. For example:
- A similar strategy can be used to determine if it’s true.

Activity Synthesis

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

Activity 2

15 mins

Verdadero o falso: Diseño 2

Standards Alignment

Building On

Addressing

Instructional Routines

True or False?

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 reason about adding fractions with unlike denominators to create two equations that complete a True or False? activity. If there is time, students can facilitate their True or False? with another group.

Launch

Groups of 2 or 4
“Ahora completen con su grupo una actividad tipo ‘Verdadero o falso’. A esta actividad le faltan dos ecuaciones. Decidan qué ecuaciones podrían completar la actividad y escríbanlas en los espacios en blanco” // “Now you will work with your group to complete a True or False? activity. This activity has two equations missing. Decide on equations that would complete the True or False? and write them on the blank lines.”

Activity

10 minutes: small-group work time
As students work, monitor for groups who discuss and create equations based on some of the following:
- The fractions on one side of the equation have unlike denominators, and the fractions on the other side have like denominators.
- The common denominator is appropriate, but the corresponding fraction used is not equivalent.
- The equation is similar to a previous equation.
- A similar strategy can be used to determine if it’s true.

Student Task Statement

Escriban dos ecuaciones para completar la actividad tipo “Verdadero o falso”. Prepárense para compartir cómo escogieron las ecuaciones.

En cada caso, decide si la afirmación es verdadera o falsa. Prepárate para explicar tu razonamiento.

_______________________
_______________________

Activity Synthesis

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

Activity 3

15 mins

Verdadero o falso: Diseño 3

Standards Alignment

Building On

Addressing

Instructional Routines

True or False?

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 reason about adding and subtracting fractions with unlike denominators. Students create equations to complete a True or False? activity. If there is time, students can facilitate their True or False? with another group.

Launch

Groups of 2 or 4
“Ahora completen con su grupo una actividad tipo ‘Verdadero o falso’. A esta actividad le faltan todas sus tres ecuaciones. Decidan qué ecuaciones podrían completar la actividad y escríbanlas en los espacios en blanco” // “Now you will work with your group to complete a True or False? activity. This activity has all three equations missing. Decide on equations that would complete the True or False? and write them on the blank lines.”

Activity

10 minutes: small-group work time
As students work, monitor for groups who discuss and create equations based on some of the following:
- The fractions on one side of the equation have unlike denominators and the fractions on the other side have like denominators.
- The common denominator is appropriate, but the corresponding fraction used is not equivalent.
- The equation is similar to a previous equation.
- A similar strategy can be used to determine if it’s true.

Student Task Statement

Escriban tres ecuaciones para completar la actividad tipo “Verdadero o falso”. Prepárense para compartir cómo decidieron qué ecuaciones escribir.

En cada caso, decide si la afirmación es verdadera o falsa. Prepárate para explicar tu razonamiento.

_______________________
_______________________
_______________________

Student Response

to access Student Response.

Activity Synthesis

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

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Lesson 17

¿Verdadero o falso?

Warm-up

Verdadero o falso: Suma de fracciones

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

Verdadero o falso: Diseño 1

Standards Alignment

5.NF.A.1

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Verdadero o falso: Diseño 2

Standards Alignment

5.NF.A.1

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 3

Verdadero o falso: Diseño 3

Standards Alignment

5.NF.A.1

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

5.NF.A.1

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?

Advancing Student Thinking

Are You Ready for More?