Lesson 5

This warm-up prompts students to make sense of a problem before solving it, by familiarizing themselves with a context and the mathematics that might be involved (MP1). In this warm-up, students notice and wonder about a numberless story problem to make sense of a new problem type: Put Together, Total Unknown. Students will solve the story problem in the next activity.

• Groups of 2
• Display the story problem.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• “En la siguiente actividad, vamos a saber más sobre las frutas que Elena y su abuelo escogieron en el mercado” // “In the next activity, we will find out more about the fruit that Elena and her grandfather chose at the market.”

The purpose of this activity is for students to solve a Put Together, Total Unknown story problem. Students were introduced to the context in a numberless story problem in the warm-up. The purpose of the activity synthesis is to highlight that labels are helpful in understanding how written work represents a story problem (MP2).

The story problems throughout this section will often use fruit as a context. Keep a list of the types of fruit that students name in the launch and consider adjusting the contexts in future story problems to incorporate the fruits that students are familiar with.

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• “Acabamos de leer sobre Elena y su abuelo. Estaban escogiendo frutas. Muchas familias comen distintos tipos de frutas. ¿Qué tipos de frutas comen ustedes con su familia?” // “We just read about Elena and her grandfather choosing fruit. Many families eat different kinds of fruit. What kind of fruit do you eat with your family?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share and record responses.
• Read and display the task statement.
• “Cuéntenle a su pareja lo que pasó en la historia” // “Tell your partner what happened in the story.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• Reread the task statement.
• “Muestren cómo pensaron. Usen dibujos, números, palabras u objetos ” // “Show your thinking using drawings, numbers, words, or objects.”

• 2 minutes: independent work time
• 2 minutes: partner discussion
• Monitor for students who include labels in their drawings.

If students retell or represent the mangoes that Elena chose but not the pineapples that her grandfather chose, consider asking:

• “¿Puedes usar tus objetos o dibujos para contarme lo que pasó en la historia?” // “Can you use your objects/drawings to tell me what happened in the story?”
• Reread the story problem and ask “Elena cogió 4 mangos. ¿Qué más pasó en la historia?” // “Elena chose 4 mangoes. What else happened in the story?”

• Invite a student who created a drawing with no labels to share.
• Invite a student who created a drawing with labels to share.
• “¿En qué se parecen y en qué son diferentes las formas en las que cada uno mostró la historia?” // “What is the same and what is different about how they each showed the story?”
• “¿En qué lugar de cada dibujo pueden ver las piñas y los mangos?” // “Where can you see the pineapples and mangoes in each drawing?”

The purpose of this activity is for students to solve a Put Together, Total Unknown story problem. Students are encouraged to use clear and precise language to explain how their representation shows the story problem (MP6).

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• Read and display the task statement.
• “Cuéntenle a su pareja lo que pasó en la historia” // “Tell your partner what happened in the story.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• Reread the task statement
• “Muestren cómo pensaron. Usen dibujos, números, palabras u objetos. Asegúrense de que su pareja vea cómo lo que hacen muestra lo que está pasando en la historia” // “Show your thinking using drawings, numbers, words, or objects. Make sure that your partner can see how your work shows what is happening in the story.”

• 2 minutes: independent work time
• 2 minutes: partner discussion

If students take out or draw more or fewer than 9 math tools or symbols, consider asking: 

• “¿Puedes usar tus objetos o dibujos para contarme lo que pasó en la historia?” // “Can you use your objects/drawings to tell me what happened in the story?” 
• “El oso se comió 3 arándanos. ¿Qué objetos o dibujos muestran los 3 arándanos que el oso se comió? ¿Qué objetos o dibujos muestran las 6 frambuesas que el oso se comió?” // “The bear ate 3 blueberries. Which objects/drawings show the 3 blueberries that the bear ate? Which objects/drawings show the 6 raspberries that the bear ate?”

• “Cuéntenle a su pareja cómo sus objetos o dibujos muestran lo que pasó en la historia” // “Tell your partner how your objects or drawings show what happened in the story.”

The purpose of this activity is for students to learn stage 1 of the Make or Break Apart Numbers center. Students roll to get a number from 4–9. They find two groups of dots that can be put together to make that number. Students write an expression to represent the two parts that make the number.

After they participate in the center, students choose from any stage of previously introduced centers.

• What's Behind My Back?
• 5-frames

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

• Gather materials from:  
  • What’s Behind My Back, Stage 1
  • 5-frames, Stages 1 and 2

• Groups of 2
• Give each group of students two-color counters, 1 connecting cube, a number mat, and a dot page. Give each student a recording sheet.
• “Vamos a conocer un centro nuevo llamado ‘Formar o separar números’. Voy a lanzar un cubo en el tablero de números para saber qué número tengo que formar” // “We are going to learn a center called Make or Break Apart Numbers. I’m going to roll a cube onto the number mat to find which number I have to make.”
• Demonstrate rolling the connecting cube onto the number 5.
• Display the dot page.
• “Obtuvimos el número 5. Mi pareja y yo tenemos que encontrar 2 grupos de puntos que si se juntan forman 5. ¿Qué grupos de puntos forman 5 si se juntan?” // “We rolled the number 5. My partner and I have to find 2 groups of dots that go together to make 5. Which groups of dots go together to make 5?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• “Voy a poner una ficha en este grupo de 3 puntos y una ficha en este grupo de 2 puntos. 3 puntos y 2 puntos es 5 puntos. ¿Qué expresión debo escribir en mi hoja de registro?” // “I’m going to put a counter on this group of 3 dots and a counter on this group of 2 dots. 3 dots and 2 dots is 5 dots. What expression should I write on my recording sheet?” (\(3 + 2\))
• 30 seconds: quiet think time
• Share responses.
• Demonstrate writing \(3 +2\).
• “Mi pareja y yo ya escribimos nuestras expresiones. Ahora podemos ver si hay 2 grupos más de puntos que si se juntan forman 5 puntos. Si no podemos encontrar más maneras de formar 5, lanzamos el cubo otra vez y formamos otro número” // “Now that my partner and I have written our expression, we can look to see if there are 2 more groups of dots that go together to make 5 dots. If we can’t find any more ways to make 5, then we roll and make another number.”
• “Con su pareja, encuentren 2 grupos de puntos para formar un número y escribir una expresión” // “Work with your partner to find 2 groups of dots to make a number and write an expression.”

• 10 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Formar o separar números’” // “Now you can choose another center. You can also continue playing Make or Break Apart Numbers.”
• 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.

• Display a dot page with a counter on 3 dots and 3 dots.
• “Diego y Tyler cubrieron estos 2 grupos de puntos para formar 6. ¿Hay otros 2 grupos de puntos que Diego y Tyler pueden cubrir para formar 6?” // “Diego and Tyler covered these 2 groups of dots to make 6. Are there 2 other groups of dots that Diego and Tyler can cover to make 6?” (4 and 2, 5 and 1)