Lesson | Loading...

Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Playing on the Playground Mat

To Gather

Two-color counters

Activity Narrative

The purpose of this activity is for students to use math tools to represent objects and actions in a story (MP2). The purpose of the Activity Synthesis is to connect two-color counters to the objects in the story.

Launch

Display the people and the playground mat for all to see.
Read the first problem, demonstrating the action in the story by moving the people onto and off of the playground mat.
“Quiero que todos actúen las historias conmigo, pero no tenemos suficientes personas. ¿Qué podemos usar para representar a las personas de la historia?” // “I want all of you to act out the stories with me. We don’t have enough people. What else could you use to represent the people in the story?” (Students may suggest two-color counters, connecting cubes, or other materials.)
Give each student a bag with 10 two-color counters.
“Usen sus fichas para mostrar lo que ocurre en cada historia” // “Use your counters to show what is happening in each story.”

Activity

Read each story. As students demonstrate the actions with counters, ask:
- “¿Cómo mostraron que algunos de los estudiantes entraron a tomar agua?” // “How did you show that some of the students go inside to get some water?” (I took some counters off of the mat.)
- “¿Cómo supieron que debían sacar algunas fichas de su tablero?” // “How did you know to push some counters off your mat?” (Because in the story, some of the students go inside to get water.)
- “Muéstrenle a su compañero cuáles estudiantes están jugando baloncesto” // “Show your partner which students are playing basketball.” (Students point to the counters on the mat.)
- “Muéstrenle a su compañero cuáles estudiantes entraron a tomar agua” // “Show your partner which students go inside.” (Students point to the counters off the mat.)
- “Usen sus fichas para mostrarle a su compañero lo que acaba de ocurrir en la historia” // “Use your counters to show your partner what just happened in the story.”
Repeat with each problem, varying the prompts as needed by the story.

5 estudiantes juegan baloncesto en el recreo.
2 de los estudiantes entran a tomar agua.
3 estudiantes juegan en los columpios en el recreo.
1 estudiante más llega a jugar en los columpios.
5 estudiantes juegan las traes en el recreo.
4 de los estudiantes se van.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“¿Qué representa cada una de sus fichas?” // “What does each of your counters represent?” (a person, a student)
“Usé personas para mostrar lo que le ocurrió a los estudiantes en recreo, pero también podemos usar herramientas matemáticas, como las fichas, para representar a los estudiantes” // “I used people to show what happened to the students at recess, but we can also use math tools like counters to represent the students.”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Two-color counters

Activity Narrative

The purpose of this activity is for students to create stories and relate the action in the stories to the action of adding or taking away counters. The story was provided in the first activity. In this activity, students create the action in the story, which is an opportunity to hear what language students associate with addition and subtraction (MP6). Mats with pictures of each setting are provided to help students make connections between what they do with their cubes and what is happening in the story. The goal of the Activity Synthesis is to relate the action in the story to the action with counters and show students expressions that represent these actions (MP2).

MLR8 Discussion Supports. Synthesis: Provide all students with an opportunity to produce these words and numbers by inviting students to chorally repeat the expression in unison 1-2 times. For example: “tengo 7 y quito 3” // “7 take away 3” and “.”
Advances: Listening, Speaking

Representation: Internalize Comprehension. Synthesis: First demonstrate, then invite students to name each action they take as they tell their stories. For example, “Cuatro patos están nadando en un lago. Dos patos se van volando. Cuando los patos se van volando, quito 2 fichas” // “Four ducks are swimming in a lake. Two ducks fly away. When the ducks fly away, I take away 2 counters.”
Supports accessibility for: Conceptual Processing, Organization

Launch

Groups of 2
“Hemos escuchado y actuado algunas historias sobre estudiantes que juegan en la escuela. ¿En qué otros lugares de su comunidad ven personas jugando al aire libre? Describan esto a su compañero” // “We have heard and acted out some stories about students playing at school. Where else in your community do you see people playing outside? Describe it to your partner.”
30 seconds: quiet think time
1 minute: partner discussion
Share and record responses.
Display images from the student book.
“Algunos de los lugares donde jugamos y paseamos al aire libre son parques y patios de juegos. Todas estas historias ocurren en diferentes parques y patios de juegos. ¿En qué se parecen estas imágenes a los parques y patios de juegos en los que han estado? ¿En qué son diferentes?” // “Some of the places where we play and walk around outside are parks and playgrounds. These stories all take place in different parks and playgrounds. How are these pictures the same as parks and playgrounds that you have been to? How are they different?”
Give each student a bag of 10 two-color counters.
“Vamos a usar nuestras fichas para mostrar lo que ocurre en nuestras historias, pero esta vez las historias no han terminado todavía” // “We’re going to use our counters to show what is happening in our stories, but this time, the stories aren’t finished yet.”

Activity

Display the student page of a field, and read the first question. Count out 7 counters and place them on the field.
“Tengo 7 niños jugando en el campo. ¿Qué creen que ocurre después en la historia?” // “I’ve got 7 kids playing on the field. What do you think happens next in the story?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Choose one student response, and demonstrate the action with the counters.
“Ahora es su turno. Les voy a leer la primera parte de la historia. Su tarea es pensar en lo que ocurre después en la historia. Luego, cuéntenle la historia a su compañero y muéstrenle con sus fichas lo que ocurre” // “Now it’s your turn. I’m going to read you the first part of the story. Your job is to think about what happens next in the story. Then tell the story to your partner and show them what happens with your counters.”
Read each question. Give students quiet think time and partner discussion time for each question.

Activity Synthesis

For each question, choose a student to share their story and demonstrate what happens with their counters. Record the action with words and numbers and an expression. For example: “tengo 7 y quito 3” // “7 take away 3” and “.”
As each student shares, ask: “¿Qué representan las fichas?” // “What do the counters represent?”

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Math Stories Stage 2 Mats, Spanish

To Gather

Materials from previous centers Two-color counters

Activity Narrative

The purpose of this activity is for students to learn Stage 2 of the Math Stories center. Students take turns using two-color counters to act out and tell stories involving addition or subtraction with the story mats (MP2). Students are not expected to develop story problems with questions or record using drawings or numbers at this point. In a future variation of this center, students will tell, represent, and solve story problems.

After they participate in the center, students choose any previously introduced stage from these centers:

Subtraction Towers
5-Frames
Build Shapes
Counting Collections

Launch

Groups of 2
Give each group of students 10 counters and a set of story mats.
“Vamos a aprender una nueva forma de trabajar en el centro ‘Historias Matemáticas’. Se llama ‘Historias Matemáticas: Actúalo’” // “We are going to learn a new way to do the Math Stories center. It is called Math Stories—Act It Out.”
Display some counters and the mat with the picnic tables.
“Necesito inventar una historia usando este tablero. ¿Qué podría imaginar que son mis fichas?” // “I need to make up a story using this mat. What could I pretend my counters are?” (People sitting at the picnic tables.)
30 seconds: quiet think time
Share responses.
“Estas fichas son personas sentadas en las mesas para pícnic. Mi historia se trata de que había 6 personas almorzando en la mesa para pícnic” // “These counters are people sitting at the picnic tables. My story is that there were 6 people eating lunch at the picnic table.”
Demonstrate placing 6 counters on the picnic table.
“Pero ahora necesito agregar o quitar algo en mi historia. ¿Qué debe ocurrir después en la historia?” // “But now I need to add or take away something in my story. What should happen next in the story?” If needed, ask “¿Deben venir más personas a la mesa para pícnic o deben irse algunas personas?” // “Should more people come over to the picnic table or should some people leave?”
Demonstrate acting out the story with counters based on student responses
“Un compañero va a pensar en una historia que tenga que ver con el tablero. El otro compañero va a usar las fichas para actuar lo que ocurrió en la historia. Por turnos, uno inventa historias y otro usa las fichas” // “One partner is going to think of a story to go with the mat. The other partner is going to use the counters to act out what happened in the story. Take turns making up stories and using counters.”

Activity

5 minutes: partner work time
“Ahora pueden escoger otro centro. También pueden seguir jugando ‘Historias matemáticas’” // “Now you can choose another center. You can also continue playing Math Stories.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
10 minutes: center work time
If time, invite students to choose another center.

Escoge un centro.

Historias matemáticas

Torres para restar

Tableros de 5

Construye figuras

Contar colecciones

Student Response

None

Advancing Student Thinking

Activity Synthesis

Invite a student to share a story involving addition.
Invite a student to share a story involving subtraction.
As each student shares, record the action with words and numbers and an expression. For example: “tengo 5 y quito 2” // “5 take away 2” and “.”

Lesson | Loading...

Settings

Language

Audience

Assessment Access

Lesson 7

Usemos objetos para representar historias

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

K.OA.A.1

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

K.OA.A.1

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 3

Standards Alignment

Building On

Addressing

K.CC.B.5

K.OA.A.1

K.OA.A.2

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

Building Toward

K.OA.A.1

Student Response

Advancing Student Thinking