Lesson 22

The purpose of this warm-up is to introduce the context of gardening, which will be useful when students plan a garden in a later activity. While students may notice and wonder many things about this image, the spacing of the plants is the important discussion point.

• 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 pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses. 

• “Muchas familias, escuelas o comunidades tienen huertas para cultivar sus propias frutas y vegetales” // “Many families, schools, or communities have gardens to grow their own fruits and vegetables.”
• “Si fuéramos a empezar a plantar una huerta en la escuela, ¿en qué cosas tendríamos que pensar?” // “If we were to start a school garden, what are some things we would have to think about?” (What plants do we want to grow? How many? How would we arrange the plants? How much space would the garden take up? Do we have enough space? How many fruits and vegetables would we harvest?)
• “Esta fotografía muestra una parcela de fresas a comienzos de la temporada. Las plantas necesitan estar separadas para que tengan suficiente espacio para crecer” // “This photograph shows a strawberry patch at the beginning of the season. Plants need to be spaced out so they have enough room to grow.”
• “Hoy vamos a aprender sobre algunas plantas y a pensar en las formas de organizarlas para que puedan crecer de la mejor manera. Planearemos parte de una huerta comunitaria” // “Today we’ll learn about some plants and think about the arrangements that help them grow the best and plan part of a community garden.”

The purpose of this activity is for students to use multiplication and division to solve problems about growing strawberries. They draw diagrams and write expressions or equations to represent each situation, and solve the problem. The given context encourages students to think of equal groups, arrays, or rectangular areas.

In previous lessons, students have been asked to write either an equation or expression. This activity gives them an opportunity to make a choice. Alternatively, teachers may opt to instruct students to write either an equation or expression.

• Groups of 2
• “Las fresas se cultivan en parcelas que están organizadas en filas” // “Strawberries are grown in patches arranged in rows.”
• “En esta actividad, van a ver cómo se organizan las fresas y cuántas frutas produce una planta de fresas. En la siguiente actividad van a planear su propia huerta” // “In this activity, you’ll see how strawberries are arranged and how many fruits a strawberry plant will produce. In the next activity you will plan your own garden.”

• 2 minutes: independent work time
• 10 minutes: partner work time
• Monitor for students who:
  • write multiplication or division expressions or equations
  • are able to represent the same situation with both multiplication and division

• Invite previously selected students to share.
• “¿Cómo les ayudaron los diagramas a pensar en el problema?” // “How did the diagrams help you think about the problem?”
• “¿En qué parte del diagrama ven los números de la ecuación?” // “Where do you see the numbers from the equation in the diagram?”

The purpose of this activity is to use students’ experience with multiplication and division within 100 to plan a school garden. In this activity, students make choices about which produce to grow. The choices are guided by some constraints, such as a desired yield. Students draw diagrams to represent how the plants are arranged in the garden and how they bear fruit. If needed, students can be provided with images to see how the different plants grow.

• Groups of 2 or 4
• “En esta actividad, van a planear parte de la huerta de la escuela” // “In this activity, you will plan part of the school garden.”
• Give students access to grid paper.

• “Completen la actividad con su compañero. Presten atención a las cantidades de frutas o vegetales que su huerta debe producir” // “Work with your partner to complete the activity. Pay attention to the amounts of fruits or vegetables your garden should produce.”
• 15 minutes: partner work time
• As students are working, consider asking:
  • “¿Qué elecciones hicieron?” // “What choices did you make?”
  • “¿Cuáles fueron sus razones?” // “What were your reasons?”
  • “¿Cuántas frutas y vegetales van a poder cosechar?” // “How many fruits and vegetables will you be able to harvest?”
• Monitor for students who:
  • write expressions or equations

• Invite students to share their plans.
• “¿Cómo les ayudó la información sobre el cultivo a planear su huerta?” // “How did the growing information help you plan your garden?” (I was able to see how to arrange the rows and columns in my garden. The growing information told me how much fruit I will get.)