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Launch

Groups of 2
“How many people are in the picture?”
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time

Activity

“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.

Student Task Statement

How many people are in the picture?

Record an estimate that is:

too low	about right	too high

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity 1

15 mins

What’s the Story?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous lesson

Activity Narrative

The purpose of this activity is to write story problems for equations with an unknown value. In each given pair of addition or subtraction equations, one equation has the starting value unknown. Students may write Add To, Take From, Put Together/Take Apart, or Compare problems. When students contextualize the equations and make connections between the stories their peers share and the equations, they reason abstractly and quantitatively (MP2).

Launch

Groups of 2
Display list of topics for story problems from the previous lesson.

Activity

Split the class into two groups, A and B. Students in Group A will work with the equations labeled A, and students in Group B will work with the equations labeled B.
“You will write stories for the 2 equations in A or the 2 equations in B. Consider using the same context for both of your stories. It might make it easier for others to make sense of your stories if they are about the same thing.”
5 minutes: independent work time
“Share your stories with your partner.”
5 minutes: group work time

Student Task Statement

Your teacher will assign you A or B. Write a story problem that fits each equation.

A Equations

B Equations

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Display this text: “There are 23 baseballs in the gym and 37 baseballs on the playground.”
“This is Andre’s story. Does the equation represent Andre’s story?” (No, Andre’s story doesn’t have a question or anything happening. It might match, but it needs more information or a question.)
“How would you improve Andre’s story?” (He could add a question like, “How many more baseballs are on the playground than in the gym?” He could keep it about baseballs, but add some things that happen. He might say someone took the 23 baseballs to the playground and now there are 37 baseballs on the playground and ask how many were already on the playground.)
Record student suggestions for revising Andre’s story.
“Does the equation represent any of these stories now?” (It represents the question about how many more baseballs are on the playground.)

Activity 2

20 mins

Make Math Stories

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Make Math Stories Handout

To Gather

Connecting cubes

Activity Narrative

The purpose of this activity is for students to write math stories. Several options are available for fueling their imagination. Examples:

Look at pre-selected images, such as the one used in the Estimation Exploration in this lesson or those in the optional blackline master.
Look at images in magazines or newspapers.
Look around the classroom.
Go for a walk around the school or community.

Whichever source is used for ideas, students write a story problem that connects to mathematical ideas they have found. If students come up with a context, but are not able to count or estimate the quantities they see, display a set of numbers (such as 11, 25, 38, 56, 77, 93) that students can use to write their story problem.

When students write math stories based on images or things in their environment, and eventually answer those questions, they model with mathematics (MP4).

MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking

Action and Expression: Develop Expression and Communication. Provide students with alternatives to writing on paper. Students can share their learning by drawing or creating a picture of their story problem, or they can share verbally and visually by creating a video that tells their story.
Supports accessibility for: Attention, Organization, Language

Launch

Groups of 2
Display the see-through container with connecting cubes (or other math tool or object).
“What are some math questions you can ask about the connecting cubes?” (How many connecting cubes are there altogether? How many green connecting cubes are there? Are there more blue connecting cubes or yellow connecting cubes? How many more?)
1 minute: independent think time
1 minute: partner share time
Share student responses, highlighting in each case how it could be made into a story problem (for example, “How many connecting cubes are there?” could be answered if we knew how many there are of each color.)

Activity

“Now, we are going to look for mathematical ideas in _____. Your goal is to take notes about what you see. Focus on things that can be counted, so that you can write a story problem about it.”
“If you have time, you can count or estimate what you see. If not, write a story without exact quantities, and I will give you numbers that you can use in your story.”
8 minutes: independent work time
“Write a story problem and then share it with your partner.”
8 minutes: partner work time
Monitor for students who write different types of stories: single-step, two-step, Add To, Take From, Put Together/Take Apart, and Compare.

Student Task Statement

Write a story problem.

Use 2-digit numbers.

Student Response

to access Student Response.

Activity Synthesis

Invite selected students to share their stories.

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Settings

Language

Audience

Assessment Access

Lesson 12

What’s the Story?

Warm-up

Estimation Exploration: How Many People?

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

What’s the Story?

Standards Alignment

Building On

Addressing

2.OA.A.1

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 2

Make Math Stories

Standards Alignment

Building On

Addressing

2.OA.A.1

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

Building On

2.NBT.A

Addressing

Building Toward

2.OA.A.1

Advancing Student Thinking

Are You Ready for More?