Lesson 10

The purpose of this warm-up is to elicit the idea that we can notice math in everyday situations, which will be useful when students tell story problems about their school community in a later activity. While students may notice and wonder many things about this image, questions that students develop about the image are the important discussion points.

Consider using a picture of your own school community that students can tell stories about, in place of the image in the book.

• Groups of 2
• Display the image.
• “¿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 esta lección vamos a contar problemas-historia sobre nuestra escuela. ¿Pueden pensar en un problema-historia sobre esta imagen?” // “In this lesson, we will be telling story problems about our school. Can you think of a story problem about this picture?” (There are 5 small bubbles and 1 big bubble. How many bubbles are there?)

The purpose of this activity is for students to develop ideas for story problems that they can write about their classroom, school, or community. In the next activities, students will develop, share, and solve their own story problems (MP2, MP4).

This activity can be completed in a different area as previous walks. For example, this walk can focus on the playground or outside environment or take place in one area of the school, such as the library.

• Give each student a clipboard with a blank piece of paper.
• “Hoy, mientras caminamos, identifiquen las ideas matemáticas que vean. Concéntrense en cosas sobre las que puedan contar un problema-historia. Anoten sus ideas para poder recordarlas más tarde” // “As we walk today, notice mathematical ideas that you see. Focus on things that you can tell a story problem about. Take notes to help you remember.”

• 10 minutes: whole-class school walk

• Invite students to share what they observed.
• “¿Cómo pueden contar un problema-historia sobre _____?” // “How can you tell a story problem about _____?”
• “En la siguiente actividad, vamos a contar nuestros propios problemas-historia sobre nuestra escuela. ¿Qué cosas importantes hay que recordar cuando contamos un problema-historia?” // “In the next activity we are going to tell our own story problems about our school. What are some important things to remember when you tell a story problem?” (Make sure that you include a question.)

The purpose of this activity is for students to develop a story problem about their school community (MP2, MP4). While the kindergarten standards only ask students to solve story problems with a result of up to 10, students may choose to use larger numbers in their story problems.

• Groups of 2
• “Piensen en un problema-historia que puedan contar sobre nuestra escuela. Pueden anotar su problema-historia con dibujos, números o palabras” // “Think of a story problem that you can tell about our school. You can record your story problem with drawings, numbers, or words.”

• 5 minutes: independent work time
• Monitor for students who develop different types of story problems.
• “Compartan su problema-historia con su pareja” // “Share your story problem with your partner.”
• 3 minutes: partner discussion

• Invite previously identified students to share their story problems.

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.

• Picture Books
• Find the Pair
• Math Stories
• Build Shapes
• Make or Break Apart Numbers

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

• Gather materials from:
  • Picture Books
  • Find the Pair
  • Math Stories
  • Build Shapes
  • Make or Break Apart Numbers

• Groups of 2
• “Hoy vamos a escoger un centro 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” // “Think about what you would like to do.”
• 30 seconds: quiet think time

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

• “En clase de matemáticas es importante escuchar las ideas de otras personas. Describan una vez en la que ustedes hayan aprendido algo al escuchar con atención a alguien de su clase” // “In math class, it’s important to listen to other people’s ideas. Describe a time when you learned something by listening carefully to someone in your class.”