Lesson 17

¿En qué se parecen y en qué se diferencian las historias?

Warm-up: Cuál es diferente: Ecuaciones (10 minutes)

Narrative

This warm-up prompts students to analyze and compare equations. In addition to calculating the value of each expression, students also think about the structure of each expression, including both the operations and the numbers.

Launch

• Groups of 2
• Display the image.
• “Escojan una que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

Activity

• “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Record responses.

Student Facing

¿Cuál es diferente?

1. $$6 + 4 = 10$$
2. $$10 - 4 = 6$$
3. $$2 + 2 + 2 = 6$$
4. $$6 = 2 + 4$$

Activity Synthesis

• Display equations A and B.
• “¿En qué se parecen las ecuaciones?, ¿en qué son diferentes?” // “How are the equations the same? How are they different?” (They are related facts. They both have a total of 10 and 6 and 4 as parts. One is addition and one is subtraction.)

Activity 1: Comparemos historias (20 minutes)

Narrative

The purpose of this activity is for students to compare different story problems to determine how they are the same and different. The stories being compared represent problem types students have worked with in previous lessons, specifically:

• Take From, Result Unknown and Take Apart, Addend Unknown

As students discuss the similarities of the story problems, they may notice the structures of the problems are connected, the same operations can be used to solve the problems, or that the answer is in the same place in the equation.

During the synthesis, students discuss a Put Together, Both Addends Unknown problem and consider how the structure of the problem is different from the others.

MLR2 Collect and Display. Collect the language students use to talk about the problems. Display words and phrases such as: “clasificar” // “sort,” “sumar” // “add,” “restar” // “subtract,” “más” // “more,” “menos” // “less,” “historia” // “story,” “números” // “numbers.” During the synthesis, invite students to suggest ways to update the display: “¿Qué otras palabras o frases deberíamos incluir?” // “What are some other words or phrases we should include?”, etc. Invite students to borrow language from the display as needed as they discuss the new problem.

Launch

• Groups of 2
• “Piensen en los juegos que les gusta jugar cuando tenemos tiempo libre en la escuela. Pueden ser juegos que se juegan adentro o al aire libre” // "Think about games you like to play when we have free time at school. They can be indoor or outdoor games."
• 30 seconds: quiet think time
• Share responses and record in two categories, indoor games and outdoor games.

Activity

• “Con su compañero van a leer dos parejas de problemas-historia sobre juegos que los estudiantes juegan en la escuela. Van a pensar en qué se parecen y en qué son diferentes las parejas de problemas” // “You and your partner are going to read two pairs of story problems about games students play at school. You are going to think about how the pairs of story problems are the same and different.”
• Read the first two story problems to the class.
• 1 minute: quiet think time
• “Hablen con su compañero sobre lo que pensaron que era parecido y diferente en los dos problemas” // “Talk to your partner about how the two problems are the same and different.”
• 4 minutes: partner discussion
• Share responses.
• Repeat with the next two problems.

Student Facing

1. Compara estas historias sobre el juego de las 4 esquinas.

Había 6 estudiantes jugando las 4 esquinas.
Algunos estudiantes más llegaron a jugar.
Ahora hay 9 estudiantes jugando las 4 esquinas.
¿Cuántos estudiantes vinieron a jugar?

9 estudiantes están jugando las 4 esquinas.
7 estudiantes están esperando en una esquina.
Los otros estudiantes aún están decidiendo qué esquina escoger.
¿Cuántos estudiantes aún están decidiendo qué esquina escoger?

• ¿En qué se parecen estos problemas?

• ¿En qué son diferentes?

Prepárate para compartir lo que pensaste.

2. Compara estas historias sobre el juego de mímica.

Había 9 estudiantes jugando mímica.
6 estudiantes se fueron a jugar algo diferente.
¿Cuántos estudiantes están jugando mímica ahora?

9 estudiantes están jugando mímica.
5 estudiantes están en el equipo A.
El resto de estudiantes están en el equipo B.
¿Cuántos estudiantes están en el equipo B?

• ¿En qué se parecen estos problemas?

• ¿En qué son diferentes?

Prepárate para compartir lo que pensaste.

Activity Synthesis

• Display “9 estudiantes están jugando mímica. Algunos representan deportes y algunos representan animales. ¿Cuántos estudiantes representan deportes? ¿Cuántos representan animales?” // “9 students are playing charades. Some students act out sports and some act out animals. How many students act out sports? How many act out animals?”
• “¿En qué se parece este problema a los otros?, ¿en qué es diferente?” // “How is this problem the same as the others? How is it different?” (It still has 9 as the total. This time, you don’t know either part.)

Activity 2: Juegos al aire libre (20 minutes)

Narrative

The purpose of this activity is for students to solve a story problem and write an equation to match it. Students are divided into nine groups and each group gets one of the story problem cards from the blackline master. Students individually solve the story problem and write an equation to match it before creating a poster with their group. During the synthesis, students explain how the equations match the story problem. When students recognize that the numbers in the equations represent specific quantities in the story problems, they reason abstractly and quantitatively (MP2).

Engagement: Internalize Self-Regulation. Provide students an opportunity to self-assess and reflect on their own progress. For example, ask students to check over their work to make sure they used drawings, numbers, or words to show their thinking, and also included at least one equation to show how they solved the problem.
Supports accessibility for: Organization, Conceptual Processing

Required Materials

Materials to Gather

Materials to Copy

• Story Problem Cards Grade 1, Spanish

Required Preparation

• Create one set of Story Problem Cards from the blackline master.

Launch

• Groups of 2–4, so there are 9 groups
• Give each group tools for creating a visual display and one of the story problems.

Activity

• “Ahora resolveremos algunos problemas sobre juegos que los estudiantes juegan al aire libre” // "Now we will solve some problems about games students play outdoors."
• “Lean su problema con su compañero o en grupo. Después, resuelvan el problema de manera individual. Muestren cómo pensaron. Usen dibujos, números o palabras. Escriban una ecuación que corresponda al problema-historia” // “Read your problem with your partner or group. Then solve the problem on your own. Show your thinking using drawings, numbers, or words. Write an equation to match the story problem.”
• 4 minutes: independent work time
• “Trabajen con su compañero o en grupo para ponerse de acuerdo en la respuesta del problema-historia y crear una presentación visual de su trabajo. Si mostraron lo que pensaron de diferentes formas, inclúyanlas todas en el póster” // “Work with your partner or group to agree on the answer to the story problem and make a display of your work. If you showed your thinking in different ways, include them all on the poster.”
• 6 minutes: small-group work time
• Monitor for 2–3 posters in which the representation is clear, labeled, and has accurate equations.

Student Facing

Muestra cómo pensaste. Usa dibujos, números o palabras.

Ecuación: ________________________________

Activity Synthesis

• Display previously identified posters.
• “¿Cómo corresponde la ecuación que escribió cada grupo al problema-historia?” // “How does the equation each group wrote match the story problem?”

Lesson Synthesis

Lesson Synthesis

9 students are jumping Double Dutch.
4 students are jumping rope by themselves.
How many fewer students are jumping rope on their own than playing Double Dutch?

Write $$9 - 4 = \boxed{{5}}$$ and $$\boxed{{5}} + 4 = 9$$.

“Hoy usamos diferentes ecuaciones para representar problemas-historia. ¿Cómo corresponde cada una de estas ecuaciones a este problema?” // “Today we used different equations to represent story problems. How do each of these equations match this problem?”