# Lesson 9

Todos los problemas-historia

## Warm-up: Conteo grupal: Contemos hasta 70 y contemos desde cualquier número (10 minutes)

### Narrative

The purpose of this warm-up is for students to extend the verbal count sequence to 70 and to count on from a given number. As students count, point to the numbers posted so that students can follow along.

### Launch

• “Contemos hasta 70” // “Let’s count to 70.”
• Count to 70 1–2 times as a class.

### Activity

• “Ahora empiecen en el número 7 y cuenten hasta 30” // “Now, start at the number 7 and count to 30.”
• Count on from 7 to 30.
• Repeat 3–4 times starting with other numbers within 10.

### Activity Synthesis

• “Cuando yo diga un número, díganle a su pareja el número que sigue al contar” // “When I say a number, tell your partner what number comes next when we count.”
• “¿Qué números van después de 11 cuando contamos?” // “What numbers come after 11 when we count?”
• 30 seconds: partner discussion
• Repeat 3–4 times with numbers 1–20.

## Activity 1: Todos los problemas-historia (15 minutes)

### Narrative

The purpose of this activity is for students to solve a Take From, Result Unknown and a Put Together/Take Apart, Both Addends Unknown story problem. In the activity synthesis, students match representations to story problems (MP2).

MLR7 Compare and Connect. Synthesis: To amplify student language and illustrate connections, follow along and point to the relevant parts of the displays as students describe why each drawing goes with a corresponding story problem.

### Launch

• Groups of 2
• “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
• “¿Qué estamos tratando de descifrar?” // “What are we trying to figure out?” (How many tomatoes are still in the garden?)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “Muestren cómo pensaron. Usen dibujos, números, palabras u objetos” // “Show your thinking using drawings, numbers, words, or objects.”

### Activity

• 2 minutes: independent work time
• 2 minutes: partner discussion
• “Escriban una expresión para mostrar lo que pasó con los tomates en la historia” // “Write an expression to show what happened to the tomatoes in the story.”
• 1 minute: independent work time
• Repeat the steps with the second story problem.
• Identify examples of student work for each problem to share in the activity and lesson syntheses.

### Student Facing

1. Mai cultivó 7 tomates en su jardín.

Ella recolectó 5 de los tomates para hacer salsa.

¿Cuántos tomates hay todavía en el jardín?

Expresión: ________________________________

2. Hay 9 tomates en el jardín de Mai.

Algunos de los tomates son amarillos.

El resto de los tomates son rojos.

¿Cuántos tomates son amarillos?

¿Entonces cuántos tomates son rojos?

Expresión: ________________________________

### Activity Synthesis

• Invite previously selected students to display their work side-by-side for all to see (one for each problem).
• “¿Cuál dibujo va con cada problema-historia?” // “Which drawing goes with each story problem?”

## Activity 2: Inventemos problemas-historia (15 minutes)

### Narrative

The purpose of this activity is for students to create an addition or subtraction story problem with the same context as the story problems from the previous activity. It is likely that students will write Add To, Result Unknown and Take From, Result Unknown story problems. If possible, share a variety of problem types in the activity synthesis.

Representation: Develop Language and Symbols. Invite students to restate their partner’s story problem before they begin to solve. Original speakers can agree or clarify the story for their partner.
Supports accessibility for: Memory; Organization

### Launch

• Groups of 2
• “En la última actividad, escuchamos dos problemas-historia diferentes sobre los tomates de un jardín. ¿Qué pasó en los problemas-historia?” // “In the last activity we heard two different story problems about tomatoes in a garden. What happened in the story problems?”
• 30 seconds: quiet think time
• Share responses.
• “Van a pensar en un problema-historia diferente sobre frutas o verduras de un jardín. Recuerden que su problema historia debe tener una pregunta al final. Pueden escribir palabras o hacer dibujos que les ayuden a recordar el problema-historia que inventen” // “You are going to think of a different story problem about fruits or vegetables in a garden. Remember that your story problem should have a question at the end. You can write words or draw pictures to help you remember the story problem that you create.”
• 3 minutes: independent work time

### Activity

• “Cuéntenle a su pareja su problema-historia” // “Tell your partner your story problem.”
• 1 minute: partner discussion
• “Resuelvan el problema-historia que su pareja les contó. Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Solve the story problem your partner told you. Show your thinking using objects, drawings, numbers, or words.”
• 3 minutes: partner work time
• “Escriban una expresión que muestre el problema-historia que resolvieron” // “Write an expression to show the story problem you solved.”
• 1 minute: independent work time

### Student Facing

Escribe tu problema-historia.

Resuelve el problema-historia que tu pareja te contó.

Muestra cómo pensaste. Usa objetos, dibujos, números o palabras.

Expresión: ___________________________________

### Activity Synthesis

• Invite students to share their story problems. Represent each story problem with an equation.

## Activity 3: Centros: Momento de escoger (15 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice composing, decomposing, adding, and subtracting numbers.

Students choose from any stage of previously introduced centers.

• What’s Behind My Back?
• 5-frames
• Make or Break Apart Numbers
• Math Stories

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• What’s Behind My Back, Stage 1
• 5-frames, Stages 1 and 2
• Make or Break Apart Numbers, Stage 1
• Math Stories, Stages 1–3

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer primero” // “Think about what you would like to do.”

### Activity

• Invite students to work at the center of their choice.
• 10 minutes: center work time

### Student Facing

Escoge un centro.

¿Qué hay a mis espaldas?

Tableros de 5

Formar o separar números

Historias matemáticas

### Activity Synthesis

• “¿Cuál fue el centro que más les gustó jugar? ¿Por qué fue su favorito?” // “What was your favorite center to play? Why was it your favorite?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy resolvimos distintos problemas-historia sobre tomates de un jardín” // “Today we solved many different story problems about tomatoes in a garden.”

Read the story problems from the first activity and display examples of student work for each story problem.

1. Mai grew 7 tomatoes in her garden.

She picked 5 of the tomatoes to make salsa.
How many tomatoes are still in the garden?

2. There are 9 tomatoes in Mai’s garden.

Some of the tomatoes are yellow.
The rest of the tomatoes are red.
How many of the tomatoes are yellow?
Then how many of the tomatoes are red?

“¿Por qué todos obtuvimos la misma respuesta en el primer problema-historia? ¿Por qué obtuvimos respuestas diferentes en el segundo problema-historia?” // “Why did we all get the same answer to the first story problem? Why did we get different answers for the second story problem?” (In the first story problem, we know she had 7 tomatoes and picked 5 of them, so the answer is 2. In the second story problem, there are different answers because some of the tomatoes are red and some are green.)

## Student Section Summary

### Student Facing

En esta sección, resolvimos problemas-historia que tenían más de una solución.

Han exprimió 9 frutas para hacer jugo.
Algunas de las frutas eran satsumas.
El resto de las frutas eran toronjas.
¿Cuántas frutas eran satsumas?
¿Entonces cuántas frutas eran toronjas?

Usamos objetos y dibujos para resolver problemas-historia.