# Lesson 14

Resuélvelo a tu manera

## Warm-up: Conversación numérica: Varios sumandos (10 minutes)

### Narrative

This Number Talk encourages students to think about place value and to rely on the properties of operations to make it easier to find the value of an expression mentally (MP7). The methods elicited here will be helpful later in the lesson when students make sense of and solve Put Together/Take Apart, Result Unknown problems with multiple two-digit addends.

### Launch

• Display one problem.
• “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 mentalmente el valor de cada expresión.

• $$5 + 9 + 5$$
• $$25 + 9 + 5$$
• $$25 + 15 + 19$$
• $$25 + 30 + 15 + 19$$

### Activity Synthesis

• “¿Cómo escogieron qué números sumar primero?” // “How did you choose which numbers to add first?” (I looked for ways to make a ten. I looked for ways to use sums I’ve done before. I added tens first then I tried to make tens with the ones.)

## Activity 1: Pongamos todo junto (15 minutes)

### Narrative

The purpose of this activity is for students to represent and solve a two-step story problem. The story problem is presented in parts, and students are encouraged to represent each part in a way that makes sense to them. In the synthesis, students compare different ways they represent and solve the problem (MP2).

MLR8 Discussion Supports. To support both students with an opportunity to produce language, display a question starter “¿Cómo hicieron el problema?” //  “How did you do the problem?” and sentence frames “Primero, yo _____ porque” //  “First, I _____ because . . . .” “Mi método se parece al tuyo porque . . .” //  “My method is like yours because . . . .” “Nuestros métodos son diferentes porque . . .“ // “Our methods are different because . . . .”

### Required Materials

Materials to Gather

• Groups of 2

### Activity

• “Lean cada problema con su pareja y resuélvanlo solos. Muestren cómo pensaron. Usen diagramas, ecuaciones o palabras” //  “Read each problem with your partner and solve it on your own. Show your thinking using diagrams, equations, or words.”
• 5 minutes: independent work time
• 5 minutes: partner discussion
• Monitor for students who use tape diagrams and equations to represent each problem.

### Student Facing

1. Andre recolectó semillas. Tiene 25 semillas de girasol y 17 semillas de calabaza. ¿Cuántas semillas tiene? Muestra cómo pensaste.

2. Andre recolectó más semillas. Tiene 35 semillas de pepino. ¿Cuántas semillas tiene Andre en total? Muestra cómo pensaste.

3. Compara con tu compañero cómo pensó cada uno.

### Activity Synthesis

• Invite previously identified students to share their tape diagram and equation for each part.
• “¿Cómo representó _____ el problema? ¿Cómo muestra cada representación el problema-historia?” //  “How did _____ represent the problem? How does each representation show the story problem?”
• Display $$25 + 17 + 35 = {?}$$
• “¿Cómo representa esta ecuación las semillas de Andre?” //  “How does this equation represent Andre’s seeds?” (It shows all the seeds he has in one equation.)
• “¿De qué otras formas podríamos sumar para encontrar la respuesta?” //  “What are other ways we could add to find the sum?” (We could add 25 and 35 first. Then add 17. We could add 17 and 35 and then add 25.)

## Activity 2: Seleccionemos, resolvamos y compartamos (20 minutes)

### Narrative

The purpose of this activity is for students to represent and solve one- and two-step story problems using methods that make the most sense to them. Students each select a problem to solve on their own and share their work with their group. Each group uses the solutions to solve a two-step Put Together, Result Unknown problem. Students have multiple opportunities to describe and compare the different ways their peers represent and solve story problems (MP2, MP3, MP6).

This activity uses MLR7 Compare and Connect. Advances: representing, conversing.

Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including the tools they will use, to solve the problem. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Conceptual Processing, Organization, Attention

### Required Materials

Materials to Gather

• Groups of 3

### Activity

• “Lean juntos los problemas. Cada persona de su grupo tiene que resolver un problema individualmente. Decidan juntos quién resolverá cada problema. Prepárense para compartir con su grupo cómo pensaron” //  “Read the problems together. Each person in your group must solve one problem on their own. Decide together who will solve each problem. Be ready to share your thinking with your group.”
• “Después de que todos hayan compartido y estén de acuerdo en cuántas semillas tiene cada personaje, completen la historia y resuelvan juntos el problema” //“After everyone shares and you agree on how many seeds each character has, complete the story and solve the problem together.”
• 4 minutes: independent work time
• 5 minutes: small-group discussion

### Student Facing

1. Decidan qué problema resolverá cada miembro de su grupo.

1. Priya tiene 24 semillas menos que Tyler. Tyler tiene 53 semillas. ¿Cuántas semillas tiene Priya?
2. Jada y Mai tienen 61 semillas. Jada tiene 39 semillas. ¿Cuántas semillas tiene Mai?
3. Kiran empezó el juego con 24 semillas. En su turno, él ganó 17 semillas. ¿Cuántas semillas tiene ahora?
2. Resuelve el problema. Muestra cómo pensaste.
3. Comparte con tu grupo cómo pensaste. Después de que todos hayan compartido, completa las oraciones con sus respuestas. Después, resuelvan juntos el problema-historia.

• Priya tiene ____________ semillas.

• Mai tiene ____________ semillas.

• Kiran tiene ____________ semillas.

¿Cuántas semillas tienen entre todos?

### Activity Synthesis

MLR7 Compare and Connect

• Give each group a piece of chart paper and markers.
• “Hagan una presentación visual que muestre cómo pensaron sobre el problema-historia que resolvieron en grupo. Incluyan detalles, como dibujos, diagramas, ecuaciones y etiquetas, para ayudar a los otros a entender cómo pensaron” //  “Create a visual display that shows your thinking about the story problem you solved as a group.  You may want to include details such as drawings, diagrams, equations, and labels to help others understand your thinking.”
• 5–7 minutes: gallery walk
• “¿En qué se parecen y en qué son diferentes las formas en las que entendimos y resolvimos el problema-historia?” //  “What is the same and what is different between the different ways we made sense of and solved the story problem?” (Some groups used more than one tape diagram and equation to represent the problem. Some groups used one equation. We added the characters seeds in different ways. We used different ways to show how we added.)
• 30 seconds quiet think time
• 1 minute: partner discussion

## Lesson Synthesis

### Lesson Synthesis

“En esta sección, practicamos cómo entender y resolver varios tipos de problemas-historia y usamos lo que sabemos sobre sumar y restar números de dos dígitos” // “In this section, we practiced making sense of and solving different kinds of story problems and using what we know about adding and subtracting two-digit numbers.”

“¿Qué hacen para darles sentido a los problemas-historia y resolverlos?” // “What do you do to make sense of and solve story problems?”

“¿Qué ideas para resolver problemas-historia han aprendido de otros?” // “What ideas for solving story problems have you learned from others?”

## Student Section Summary

### Student Facing

En esta sección, resolvimos muchos tipos de problemas-historia. Usamos diagramas y ecuaciones para entender los problemas.

Jada empezó con algunas semillas. Después, le ganó 28 semillas a Elena. Ahora tiene 65 semillas.
¿Cuántas semillas tenía Jada al principio?

$${?} + 28 = 65$$

Compartimos cómo entender los problemas-historia, cómo resolverlos y lo que aprendimos de los otros.