# Lesson 11

Compartamos problemas-historia

## Warm-up: Conversación numérica: Sumemos y restemos 2 y 3 (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for adding and subtracting within 5. These understandings help students develop fluency.

### Launch

• Display one expression.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

### Activity

• Keep expressions and work displayed.
• Repeat with each expression.

### Student Facing

Encuentra el valor de cada expresión.

• $$3 - 2$$
• $$3 + 2$$
• $$4 - 2$$
• $$4 - 3$$

### Activity Synthesis

• Record each expression as an equation as students share their answers.
• “¿Cuándo tuvieron que sumar? ¿Cuándo tuvieron que restar? ¿Usaron la misma estrategia para sumar y para restar?” // “When did you need to add? When did you need to subtract? Did you use the same strategy to add and to subtract?”

## Activity 1: Mostremos problemas-historia y soluciones (25 minutes)

### Narrative

The purpose of this activity is for students to represent and solve the story problem that they developed in the previous lesson (MP2). Students create a poster to display their story problem. This activity can also be adapted so that students create a poster about another student’s story problem or work together in partners and make a joint poster about one story problem.

Action and Expression: Develop Expression and Communication. Give students access to 10-frames to help them solve their story problems.
Supports accessibility for: Organization

### Required Materials

Materials to Gather

### Launch

• Give each student a piece of chart paper and access to connecting cubes or two-color counters and crayons.
• “Cuéntenle a su pareja el problema-historia que se inventaron ayer” // “Tell your partner the story problem that you came up with yesterday.”
• “Hoy van a hacer un póster para mostrar su problema-historia. Resuelvan el problema-historia y muestren cómo pensaron. Usen dibujos, números o palabras” // “Today you are going to make a poster to show your story problem. Solve the story problem. Show your thinking using drawings, numbers, or words.”

### Activity

• 10 minutes: independent work time
• “Si les queda tiempo, muestren diferentes formas de resolver el problema con imágenes, números, palabras o símbolos” // “If you have time, you may want to show different ways to solve the problem using pictures, numbers, words, or symbols.”
• 10 minutes: independent work time

### Activity Synthesis

• “Ahora van a tener la oportunidad de mirar el trabajo de sus compañeros” // “Now you are going to get a chance to look at the work that your classmates did.”

## Activity 2: Recorrido por el salón: Problemas-historia (15 minutes)

### Narrative

The purpose of this activity is for students to share how they represented their story problems and make connections between different representations (MP2).

MLR8 Discussion Supports. During the Gallery Walk, invite students to tell each student what they notice about their poster, including what is the same and what is different from their own poster. This gives all students an opportunity to produce language.

### Launch

• “Vamos a hacer un recorrido por el salón para ver el trabajo que hizo cada grupo sobre sus problemas-historia. Mientras hacen el recorrido, piensen en qué se parecen los pósteres al suyo y en qué son diferentes. Piensen en ideas que quieran agregar o cambiar en su póster” // “We are going to do a gallery walk so that we can see everyone’s work for their story problem. As you walk around, think about how each poster is the same as and different from your poster. Think of any ideas that you may want to add or change about your poster.”

### Activity

• Invite half the class to stand next to their poster while the other half of the class walks around and looks at the posters.
• 5 minutes: gallery walk
• Switch groups.
• 5 minutes: gallery walk

### Activity Synthesis

• Display two different student posters.
• “¿En qué se parecen las formas en las que ____ y _____ mostraron sus problemas-historia? ¿En qué son diferentes?” // “What is the same about how _____ and _____ showed their story problems? What is different?”
• “Si quieren, pueden agregarle algo a su póster” // “If you would like, you can add to your poster.”

## Lesson Synthesis

### Lesson Synthesis

“¿Qué es lo que más les ha gustado de lo que hemos hecho en clase de matemáticas este año?” // “What is your favorite thing we have done in math class this year?”

## Student Section Summary

### Student Facing

En esta sección exploramos nuestra comunidad escolar.

Hicimos libros de números para mostrar cosas importantes de nuestra escuela.

Hicimos preguntas sobre nuestra escuela y usamos herramientas para responder esas preguntas.

Contamos problemas-historia sobre nuestra escuela.

En un lado del pasillo hay 5 imágenes.
En el otro lado del pasillo hay 3 imágenes.
¿Cuántas imágenes hay en el pasillo?

$$5 + 3 = 8$$

Hay 8 imágenes.