# Lesson 18

Problemas sobre dinero

## Warm-up: Cuántos ves: Grupos de monedas (10 minutes)

### Narrative

The purpose of this How Many Do You See is for students to use subitizing or grouping strategies to describe the images they see. This is also an opportunity for students to use the names of coins to describe the images. They have the opportunity to name the coins without thinking about the value of the set, making a distinction between the number of coins and their values. As an extension of this discussion during the synthesis, consider asking the value of each set of coins. Each group has the same number of coins, but a different value.

### Launch

• Groups of 2
• “¿Cuántas monedas ven? ¿Cómo lo saben?, ¿qué ven?” // “How many coins do you see? How do you see them?”
• Flash the image.
• 30 seconds: quiet think time

### Activity

• Display the image.
• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

### Student Facing

¿Cuántas monedas ves? ¿Cómo lo sabes?, ¿qué ves?

### Activity Synthesis

• “¿Qué les ayudó a descifrar rápidamente el número de monedas?” // “What helped you figure out the number of coins quickly?”
• “Cada una de estas imágenes tenía 8 monedas. ¿Eso quiere decir que todas tenían el mismo valor? Expliquen” // “All of these images had a total of 8 coins. Does that mean they all have the same value? Explain.” (Each of the coins are worth different amounts, so the values are different. 8¢, 40¢, and 80¢)

## Activity 1: Compremos útiles escolares (15 minutes)

### Narrative

The purpose of this activity is for students to solve Add To and Take From problems in the context of money. Students determine how much money each person has and how much money they will have left after buying school supplies. The choice of coins in each problem invites students to consider both concrete and abstract methods for finding the amount of money left after each purchase. For example, students may consider which coins they could remove from the group of coins to purchase the items in each problem or they may just subtract the price of the item from the total value of the coins (MP2). In the synthesis, students discuss different methods they used for finding how much money was left.

MLR5 Co-Craft Questions. Keep books or devices closed. Display only the price list table, without revealing the questions, and ask students what possible mathematical questions could be asked about the situation. Invite students to compare their questions before revealing the task. Ask: “¿Qué tienen en común estas preguntas? ¿En qué son diferentes?” // “What do these questions have in common? How are they different?” Reveal the intended questions for this task and invite additional connections.
Engagement: Provide Access by Recruiting Interest. Provide choice and autonomy. Provide access to plastic or actual coins to represent the money, and base-ten blocks to add and subtract with a concrete manipulative if needed.
Supports accessibility for: Conceptual Processing, Organization

### Launch

• Groups of 2
• Display the price list table.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (Students may notice: pencils are the most expensive item on the list. Pens cost a lost less than pencils. Students may wonder: How many pencils come in a pack? What type of eraser is it?)
• 1 minute: quiet think time
• Share and record responses.

### Activity

• “Lin y Diego fueron a la tienda escolar para comprar algunos útiles. Individualmente, resuelvan cada problema y después comparen con su pareja” // “Lin and Diego went to the school store to get a few supplies. Solve each problem on your own, and then compare with your partner.”
• 5 minutes: independent work time
• 5 minutes: partner discussion
• Monitor for students who cross out the coins needed to find how much was left.
• Monitor for students who write equations.

### Student Facing

artículos costo
paquete de lápices 75¢
sacapuntas 35¢
bolígrafos 18¢
1. Lin tiene estas monedas:

1. ¿Cuánto dinero para útiles tiene Lin?

2. Si Lin compra un borrador, ¿cuánto dinero le quedará? Muestra cómo pensaste.

2. Diego tiene estas monedas:

1. ¿Cuánto dinero para útiles tiene Diego?
2. Si Diego compra un paquete de lápices, ¿cuánto dinero le quedará? Muestra cómo pensaste.

### Student Response

If students find total values that do not match the value of the set of coins or have a different amount left after purchases, consider asking:

• “¿Puedes explicarme tu representación?” // “Can you explain your representation to me?”
• “¿Cómo encontraste cuánto dinero le sobró a (Lin o Diego) después de comprar (un borrador o un paquete de lápices)?” // “How did you find out how much money (Lin or Diego) had left after purchasing (an eraser or pack of pencils)?”

### Activity Synthesis

• Invite previously identified students to share how they crossed out coins to see how much was left.
• “¿Qué hizo _____ para resolver el problema?” // “What did _____ do to solve the problem?”
• Invite previously identified students to share equations they wrote to solve the problem.
• “¿Qué hizo _____ para representar cómo pensó?” // “What did _____ do to represent their thinking?”
• “¿Cuándo usaron la suma en los problemas? ¿Cuándo restaron? ¿Por qué?” // “When did you use addition in the problems? When did you subtract? Why?” (When I was finding how much money, I added. When they bought something, I had to subtract.)

## Activity 2: Compremos con un dólar (20 minutes)

### Narrative

The purpose of this activity is for students to solve two-step story problems in the context of money using addition and subtraction. In this activity, each student starts with \$1 and buys multiple items. Students need to think about \$1 as 100¢ in order to solve each problem. The first problem is scaffolded, asking students to first find the cost of a pencil box and colored pencils and then find how much Clare will have after buying those items. For the other two problems this scaffold is removed. Students may observe, however, that Andre is buying the two items that Clare bought so they could use their calculation of the items Clare bought to help solve this problem.

When students connect the quantities in the story problem to an equation, they reason abstractly and quantitatively (MP2).

• Groups of 2

### Activity

• “Ahora, individualmente, van a resolver algunos problemas más. Después, comparen con un compañero” // “Now you will solve a few more problems on your own and then compare with a partner.”
• 8 minutes: independent work time
• 2 minutes: partner discussion
• Monitor for students who use different methods for determining whether Andre has enough money.

### Student Facing

En cada problema, muestra cómo pensaste.

útiles costo
lápices de colores 18¢
cartuchera 39¢
barra de pegamento 44¢
1. Clare quiere comprar una cartuchera y unos lápices de colores.

1. ¿Cuánto dinero costará?
2. Clare tiene $1. ¿Cuánto le quedará? 2. Tyler quiere comprar un cuaderno y una cartuchera. Tiene$1. ¿Cuánto le quedará?
3. Andre tiene \$1. Él quiere comprar una barra de pegamento, una cartuchera y unos lápices de colores. ¿Andre tiene suficiente dinero?

### Activity Synthesis

• Invite previously identified students to share how they determined if Andre had enough money.
• As time permits, invite students to share how they found how much money Clare and Tyler had left.

## Lesson Synthesis

### Lesson Synthesis

“Hoy resolvieron problemas-historia usando suma y resta. En la segunda actividad, cada estudiante tenía 1 dólar. ¿Cómo pensaron en un dólar para resolver los problemas?” // “Today you solved story problems using addition and subtraction. In the second activity, each student had 1 dollar. How did you think about a dollar to solve the problems?” (Since we had to subtract the total number of cents, we needed to think about 1 dollar as 100 cents so we could subtract from 100.)