Lesson 17

The purpose of this warm-up is to elicit the idea that there are two different types of origami in the picture, which will be useful in a later activity when students make origami and create story problems based on what they make. While students may notice and wonder many things about the image, it is important to discuss the different groups seen in the picture and what can be counted.

• 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.

• “¿Cuántas de las piezas de origami están apuntando en una dirección? ¿Cuántas están apuntando en la otra dirección?” // “How many of the origami pieces are facing in one direction? How many are facing in the other?” (Five are pointing up and six are pointing down.)

The purpose of this activity is for students to create and make sense of comparison statements. Students make origami puppies and tulips. Then they decide which two out of four different comparison sentence frames using “fewer” and “more” make sense for their specific number of puppies and tulips.

Students can be given time at the end of this activity to decorate and glue their origami pieces on large construction paper.

• Each group of 2 needs at least 20 paper triangles.

• Groups of 2
• Give students paper triangles.
• Display the image from the student book.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (It looks like the same image from the warm up, but now they look like puppies and flowers. What else could they be?)
• Demonstrate how to make origami puppies and tulips.
• “Pongan su dedo en el medio del lado largo del triángulo y doblen cada esquina hacia abajo” // “Put your finger in the middle of the long side of the triangle and fold each corner down. Repeat for the other side.”

• “Doblen tantos triángulos como puedan en 5 minutos” // “Fold as many triangles as you can in 5 minutes.”
• 5 minutes: partner work time
• “Anoten cuántos triángulos tienen en total, cuántos serán tulipanes y cuántos serán cachorros” // “Record how many you have altogether, how many will be tulips, and how many will be puppies.”
• “Ahora completen las afirmaciones que corresponden a su historia” // “Now complete the sentences that apply to your story.”
• Monitor for students who can explain which statements do and do not apply to their situation.

• Invite students to share the statements that apply to their situation with at least one other pair and explain why the others do not apply.
• Give students time to color their tulips and puppies and glue them down to construction paper.

The purpose of this activity is for students to solve addition and subtraction word problems by acting out the stories. Acting out gives students opportunities to make sense of a context (MP1).

In this activity, pairs of students share a story problem they worked on in the previous activity with another pair. Students use objects to act out the story, use any method that makes sense to them to solve and represent the situation, and write an equation. Some students may write an addition equation for a problem involving “more” and a subtraction equation involving “fewer,” while others write an addition or subtraction equation in both scenarios. They may also notice, regardless of the equation, the outcome is the same.

• Each group needs their origami stories from the previous activity.

• Groups of 4
• “Por turnos, lean un problema que hayan inventado en la actividad anterior. La otra pareja actuará la historia usando cubos encajables. Luego resuelvan el problema. Después, intercambien roles” // “Take turns reading a problem you came up with in the previous activity. Your partner group will act out the story with connecting cubes, then solve the problems. Then switch roles.”

• 10 minutes: group work time
• Monitor students who write addition and subtraction equations.

• Invite previously identified students to share their equations.
• Invite other students to explain how the equations represent the situation.
• “¿Qué observan acerca de los problemas-historia y las ecuaciones que escribieron?” // “What do you notice about the story problems and the equations you wrote?” (They all involve the same numbers. The answer to the problem is the same even if the equation is different.)