# Lesson 13

Inventemos problemas-historia (optional)

## Warm-up: Preguntas sobre nosotros: Colores (10 minutes)

### Narrative

The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students may use the structure of the chart and the 5-frames to determine how many students made each choice (MP7). Students count to find the total in two groups. Students have an opportunity to hear and practice the count sequence. Adjust the context to better reflect students’ interests and experiences as needed.

### Required Materials

Materials to Copy

• Questions About Us Chart 5-Frame Template

### Required Preparation

• Cut out enough 5-frames to make a chart with a space for each student to answer the survey question.

### Launch

• Groups of 2
• Display Questions About Us chart.
• “¿Cuál es su color favorito: morado, anaranjado o gris?” // “Which color is your favorite: purple, orange, or gray?”
• 30 seconds: quiet think time
• Record each student’s choice with a circle in a 5-frame.

### Activity

• “¿Cómo podemos saber cuántos estudiantes escogieron morado?” // “How can we figure out how many students chose purple?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• Demonstrate or invite students to demonstrate counting.
• “¿Cuántos estudiantes escogieron morado?” // “How many students chose purple?”
• “¿Cuántos estudiantes escogieron anaranjado?” // “How many students chose orange?”
• 30 seconds: quiet think time
• Share responses.
• “¿Cuántos estudiantes escogieron gris?” // “How many students chose gray?”
• 30 seconds: quiet think time
• Share responses.

### Activity Synthesis

• “¿Cómo podemos descubrir cuántos estudiantes escogieron gris o anaranjado?” // “How can we figure out how many students chose gray or orange?”
• Demonstrate or invite students to demonstrate counting both groups.
• “¿Cuántos estudiantes escogieron gris o anaranjado?” // “How many students chose gray or orange?”
• Demonstrate using words and an expression to record. For example, “7 estudiantes escogieron gris y 9 estudiantes escogieron anaranjado. Podemos escribir eso como ‘7 y 9’ o ‘$$7 + 9$$’” // “7 students chose gray and 9 students chose orange. We can write that as ‘7 and 9’ or ‘$$7 + 9$$’."

## Activity 1: Inventemos un problema-historia (10 minutes)

### Narrative

The purpose of this activity is for students to create an addition or subtraction story problem. Students can think of their own subject for the story problem, or they can think of a story problem about the provided picture.

MLR2 Collect and Display. Circulate, listen for and collect the language students use as they create story problems. On a visible display, record words and phrases such as: “más”, “unirse”, “irse”, “quitar” y “menos” // “more,” “joined,” “went away,” “take away,” and “less.” Review the language on the display, then ask, “¿Cuáles de estas palabras les dicen que la historia es de suma?” // “Which of these words tell you the story is about addition?” and “¿Cuáles de estas palabras les dicen que la historia es de resta?” // “Which of these words tell you the story is about subtraction?”

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “Hemos estado leyendo y resolviendo problemas-historia. Hoy podrán crear sus propios problemas-historia. ¿Sobre qué cosas podemos contar problemas-historia?” // “We have been reading and solving story problems. Today, you will get to create your own story problems. What are some things that we could tell story problems about?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share and record responses.
• “Hay muchas cosas diferentes sobre las que podemos contar problemas-historia. Pueden escoger lo que les gustaría incluir en su problema-historia o pueden usar esta imagen como ayuda para pensar en un problema-historia” // “There are many different things that we can tell story problems about. You can choose what you would like to go into your story problem, or you can use this picture to help you think of a story problem.”
• Display image.
• “Muchos de los problemas-historia que hemos escuchado ocurren en patios de juegos y en parques. Esta imagen es de una estatua en el Central Park, en la ciudad de Nueva York. Muchos parques tienen diferentes cosas para trepar y jugar en ellas. ¿Esta imagen les recuerda algo que hayan visto en parques de su comunidad? ¿En qué se parece? ¿En qué es diferente?” // “Many of the story problems we have heard have taken place at playground and parks. This picture is of a statue in Central Park in New York City. Many parks have different things to climb and play on. Does this picture remind you of anything you've seen at parks in your community? How is it the same? How is it different?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share responses.
• “Invéntense un problema-historia que le puedan contar a su compañero. Recuerden que un problema-historia debe tener una pregunta al final” // “Think of a story problem that you can tell to your partner. Remember that a story problem should have a question at the end.”

### Activity

• 1 minute: quiet think time
• “Cuéntenle a su compañero su problema-historia” // “Tell your partner your story problem.”
• 2 minutes: partner discussion
• “Entiendan el problema-historia que su compañero les contó. Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Figure out the story problem your partner told you. Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• 2 minutes: partner discussion

### Student Response

If students are unsure of what to tell a story problem about, encourage them to think of a story problem about the people in the picture and ask “¿Qué piensas que fue lo primero que le ocurrió a las personas? ¿Qué piensas que ocurrió después?” // “What do you think happened to the people first? Then what do you think happened?”

### Activity Synthesis

• “¿Alguien escuchó un problema-historia que incluía sumas o en el que se agregaban cosas?” // “Did anyone hear a story problem with addition, or adding more things?”
• Invite 2-3 students to share. Write an expression to represent each story problem.
• “¿Alguien escuchó un problema-historia que incluía restas o en el que se quitaban cosas?” // “Did anyone hear a story problem with subtraction, or taking away?’
• Invite 2-3 students to share. Write an expression to represent each story problem.

## Activity 2: Intercambiemos la operación (15 minutes)

### Narrative

The purpose of this activity is for students to create an addition or subtraction story problem. Students come up with a story problem that uses the same subject as their partner’s story problem, but they change the operation. This gives them an opportunity to compare the action in addition and subtraction problems. Students solve their partner’s story problem.

Representation: Access for Perception. Some students may benefit from hearing their partner’s story problem more than once.
Supports accessibility for: Language, Attention

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “La pareja de Kiran le contó este problema-historia: ‘Había 7 niños trepando la estatua. 2 de los niños saltaron de ella. ¿Cuántos niños están trepando la estatua ahora?’” // “Kiran’s partner told him this story problem: ‘There were 7 kids climbing on the statue. 2 of the kids jumped off. How many kids are climbing on the statue now?’”
• “Kiran necesita pensar en un problema-historia de otro tipo que podamos contar sobre los niños que juegan en la estatua. ¿Qué tipo de problema-historia puede contar Kiran?” // “Kiran needs to think of a different kind of story problem that we can tell about the kids playing on the statue. What kind of story problem can he tell?”
• 30 seconds: quiet think time
• 30 seconds: partner discussion
• Share and record responses.
• If needed, say “En la primera historia, había algunos niños trepando la estatua y algunos saltaron de ella. Podríamos contar una historia diferente en la que los niños estuvieran trepando y más niños se les unieran” // “In the first story, there were some kids climbing on the statue and some of them jumped off. We could tell a different story where the kids were climbing and more kids came to join them.”
• “En la actividad anterior, su pareja les contó un problema-historia. ¿De qué se trataba el problema-historia que su pareja les contó?” // “In the last activity, your partner told you a story problem. What was the story problem that your partner told you about?”
• 30 seconds: quiet think time
• “Ahora van a inventar un problema-historia diferente sobre lo mismo que su pareja les contó. Por ejemplo, si su pareja les contó un problema-historia sobre niños que juegan en la estatua, invéntense un problema-historia de otro tipo sobre niños que juegan en la estatua” // “Now you will think of a different story problem about the same thing that your partner told you. For example, if your partner told you a story problem about kids playing on the statue, think of a different kind of story problem about kids playing on the statue.”
• 2 minutes: independent work time

### Activity

• “Cuéntenle a su pareja su problema-historia” // “Tell your partner your story problem.”
• 2 minutes: partner discussion
• “Resuelvan el problema-historia que su pareja les contó. Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Solve the story problem your partner told you. Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• 2 minutes: partner discussion
• Monitor for students who change the operation when creating a new story problem.

### Student Response

If students are unsure how to change the story problem, ask, “¿Qué ocurrió en el problema-historia que tu compañero te contó? ¿Se agregaron cosas? ¿Se quitaron cosas?” // “What happened in the story problem that your partner told you? Were more things added? Were some things taken away?”

### Activity Synthesis

• Invite 2-3 groups of students to share story problems about the same subject but with a different operation.

## Activity 3: Retomemos “Historias matemáticas: Actúalo” (20 minutes)

### Narrative

The purpose of this activity is for students to learn a new variation of stage 2 of the Math Stories center. Students use two-color counters to act out and tell stories involving addition or subtraction with the background mats. Students use objects or drawings to represent and solve the story problem that is told to them by their partner.

After they participate in the center, students choose from any stage of previously introduced centers.

• Bingo
• Math Fingers
• Subtraction Towers
• 5-frames
• Counting Collections

### Required Materials

Materials to Gather

Materials to Copy

• Math Stories Stage 2 Backgrounds, Spanish
• Math Stories Stage 2 Recording Sheet

### Required Preparation

• Each group of 2 needs 10 two-color counters.
• Gather materials from:
• Bingo, Stages 1-3
• Math Fingers, Stages 1-3
• Math Stories, Stages 1 and 2
• Subtraction Towers, Stage 1
• 5-frames, Stages 1 and 2
• Counting Collections, Stage 1

### Launch

• Groups of 2
• Give each group of students 10 two-color counters and a set of background mats. Give each student a recording sheet.
• “Vamos a aprender una nueva forma de trabajar en el centro ‘Historias matemáticas’” // “We are going to learn a new way to do the Math Stories center.”
• Display the background mat with a playground.
• “Esta vez, tengo que pensar en una historia que corresponda a la imagen de fondo. También debo pensar en una pregunta para hacer al final de la historia” // “This time I need to think of a story to go with the background mat. I also need to think of a question to ask at the end of the story.”
• “Mi historia es: 6 niños estaban jugando en los aros. Luego, 2 de los niños se fueron a jugar en el tobogán” // “My story is: 6 kids were playing on the rings. Then 2 of the kids left to go play on the slide.”
• “¿Qué pregunta puedo hacer al final de mi historia?” // “What question can I ask at the end of my story?” (How many kids are still playing on the rings?)
• 30 seconds: quiet think time
• Share responses.
• “Ahora, voy a contarle mi historia a mi compañero y voy a hacerle la pregunta” // “Now I’ll tell my partner my story and ask the question.”
• “Si les ayuda, pueden usar la imagen de fondo como apoyo para actuar la historia. También pueden hacer un dibujo en la hoja de registro. Escriban un número para mostrar la respuesta al problema-historia” // “You can use the background mats to help you act out the story if it is helpful. You can also draw a picture on the recording sheet. Write a number to show the answer to the story problem.”
• “Tomen turnos para contar el problema-historia que corresponda a la imagen de fondo. Recuerden incluir una pregunta para su compañero al final de su problema-historia” // “Take turns telling story problems to go with the background mats. Remember to include a question for your partner at the end of your story problem.”

### Activity

• 8 minutes: partner work time
• “Ahora pueden escoger otro centro. También pueden seguir jugando ‘Historias matemáticas’” // “Now you can choose another center. You can also continue playing Math Stories.”
• Display the center choices in the student book.
• Invite students to work at the center of their choice.
• 8 minutes: center work time
• If time, invite students to choose another center.

### Student Facing

Escoge un centro.

Bingo

Dedos matemáticos

Torres para restar

Tableros de 5

Historias matemáticas

Contar colecciones

### Activity Synthesis

• Invite 2 students to share different story problems about the same background mat.
• As each student shares, record the action with words and numbers and an expression. For example: “3 y 6” // “3 and 6” and “$$3 + 6$$”.
• “¿En que se parecen las historias? ¿En qué son diferentes?” // “What was the same about the stories? What was different?”

## Lesson Synthesis

### Lesson Synthesis

“Hemos estado aprendiendo todo sobre los problemas-historia. ¿Cuáles son las cosas más importantes que hay que recordar sobre los problemas-historia?” // “We have been learning all about story problems. What are the most important things to remember about story problems?”