The purpose of this activity is for students to develop questions to ask about stories.

• Read each story with a question that students shared at the end. For example, “Priya plantó 6 flores en el jardín. Diego plantó 3 flores más en el jardín. ¿Cuántas flores hay en el jardín ahora?” // “Priya planted 6 flowers in the garden. Diego planted 3 more flowers in the garden. How many flowers are in the garden now?”
• For each story, record the action with words and numbers and an expression. For example: “6 y 3” // “6 and 3” and “ .”
• “Hay preguntas al final de nuestras historias. En la siguiente actividad, vamos a encontrar las respuestas a las preguntas” // “There are questions at the end of our stories. In the next activity, we’ll get to figure out the answers to the questions.”

The purpose of this activity is for students to make sense of, represent and solve an Add To, Result Unknown story problem. This is the first time students are asked to solve a story problem, so it is important that they retell and understand the story before they try to answer the question.

Monitor for and select students with the following approaches to share in the Activity Synthesis:

• take out 5 crayons, take out 4 more crayons, count all 
• take out 5 objects, take out 4 more objects, count all 
• draw 5 objects, draw 4 more objects, count all 

The approaches are sequenced from more concrete to more abstract to help students make sense of different ways to represent objects in a story problem. These approaches also help students see how to use these representations to answer the question in an Add To, Result Unknown story problem. Aim to elicit both key mathematical ideas and a variety of student voices, especially students who haven't shared recently.

• Invite previously selected students to share in the given order. Record or display their work for all to see.
• Connect students’ approaches by asking:
  • “¿En qué se parecen las maneras en que mostraron la historia?” // “What is the same about the ways they showed the story?” (Everyone showed 9 total.)
  • “¿En qué son diferentes las maneras en que mostraron la historia?” // “What is different about the ways they showed the story?” (One way showed the story with real crayons. Another way used cubes to be the crayons. The last person made a drawing.)
• Connect students’ approaches to the learning goal by asking:
  • “¿Qué estamos tratando de encontrar?” // “What are we trying to figure out?" (How many crayons does Noah have after Jada gave him some more crayons?) 
  • “¿Cómo encontró cada estudiante la respuesta a la pregunta?” // “How did each student figure out the answer to the question?” (They counted all of the crayons. They counted all of the cubes. They counted all of the objects they drew.)
• “Noah tenía 5 crayones y luego Jada le dio 4 crayones más. Cada estudiante encontró que ahora Noah tiene 9 crayones. Podemos escribirlo así '5 y 4' o ' '. 5 y 4 es 9” // “Noah had 5 crayons and then Jada gave him 4 more crayons. Each student figured out Noah has 9 crayons now. We can write that as ‘5 and 4’ or ‘ ’. 5 and 4 is 9.”

The purpose of this activity is for students to choose from activities that offer practice with addition and subtraction, as well as describing and building shapes. Students choose any previously introduced stage from these centers:

• Math Stories
• Subtraction Towers
• 5-Frames
• Build Shapes
• Counting Collections

Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

• “Cuando escogen el centro ‘Historias matemáticas’, ¿qué es lo primero que hacen con su compañero? ¿Qué hacen después?” // “When you choose Math Stories during centers, what do you do first with your partner? What do you do next?”