# Lesson 15

Muchas frutas (optional)

## Warm-up: Observa y pregúntate: Puesto de frutas (10 minutes)

### Narrative

The purpose of this warm-up is to draw students’ attention to story contexts, which will be useful when students make story problems about fruit in a later activity.

### Launch

• Groups of 2
• Display the image.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
• 1 minute: quiet think time

### Activity

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

### Student Facing

¿Qué observas?
¿Qué te preguntas?

### Activity Synthesis

• “¿En qué otras situaciones aparecen frutas?” // “What are some other situations that involve fruit?” (shopping for fruit, paleta flavors, fruit in baskets and on shelves, people and animals picking and eating fruit, fruit that comes in more than one color, making juice, growing fruit)

## Activity 1: Problemas-historia sobre frutas (20 minutes)

### Narrative

The purpose of this activity is for students to generate Put Together/Take Apart, Both Addends Unknown story problems involving fruit.

In the activity synthesis, students select at least one problem to share with a different group in preparation for the next activity.

MLR8 Discussion Supports. Create a display that includes labeled images of each type of fruit. Invite students to chorally repeat the name of each fruit in unison 1–2 times.
Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

### Required Materials

Materials to Gather

Materials to Copy

• Number Mat 4-10

### Required Preparation

• Each group of 2 needs 1 connecting cube.

### Launch

• Groups of 2
• Give each group of students a number mat, a connecting cube, and access to two-color counters.
• Display the student page and number mat.
• “Vamos a contar historias matemáticas usando dos tipos diferentes de tableros. ¿Qué observan?” // “We’re going to tell math stories using two different kinds of mats. What do you notice?” (One mat has pictures of fruit and the other has numbers.)
• 30 seconds: quiet think time
• Share responses.
• “Voy a lanzar el cubo en el tablero de frutas. Así sabré sobre cuáles frutas debo contar una historia” // “I will roll the cube onto the fruit mat. This tells me which fruit to tell a story about.”
• “Voy a lanzar el cubo en el tablero de números. Así sabré cuántas frutas tengo en total” // “I will roll the cube onto the number mat. This tells me how many pieces of fruit I have altogether.”
• Demonstrate telling a Put Together/Take Apart, Both Addends Unknown story problem with the class. Keep the example displayed as students work.

### Activity

• 5 minutes: independent work time

### Student Facing

Resuelve el problema-historia.

Muestra cómo pensaste. Usa objetos, dibujos, números o palabras.

### Activity Synthesis

• “Cuéntenle su problema-historia a su compañero” // “Tell your partner your story problem.”
• 1 minute: partner discussion
• “Resuelvan el problema-historia que les contó su compañero. 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.”
• 5 minutes: partner work time

## Activity 2: Todas las soluciones (20 minutes)

### Narrative

The purpose of this activity is for students to find all possible solutions to a Put Together/Take Apart, Both Addends Unknown story problem using patterns that were investigated in previous lessons. In previous lessons students have found more than 1 solution to a Put Together/Take Apart, Both Addends Unknown story problem. Students are encouraged to find all possible solutions in this optional activity, which is not required by the standards. As students share their solutions, encourage them to record their drawings and solutions systematically. Pair students with a different partner than in the previous activity.

### Required Materials

Materials to Gather

### Required Preparation

• Each group of 2 needs at least 10 two-color counters.

### Launch

• Groups of 2.
• “Cuéntenle su problema-historia a su nuevo compañero” // “Tell your new partner your story problem.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “¿Qué están tratando de averiguar?” // “What are you trying to figure out?”
• 30 seconds: quiet think time
• 1 minute: partner discussion

### Activity

• “Con su compañero, muestren tantas soluciones posibles del problema-historia como puedan” // “Work with your partner to show as many possible solutions for the story problem as you can.”
• “Muestren cómo pensaron. Usen dibujos, números, palabras u objetos” // “Show your thinking using drawings, numbers, words, or objects.”
• 5 minutes: partner work time
• As students work consider asking:
• “¿Creen que encontraron todas las soluciones de su problema?” // “Do you think you found all the solutions for your problem?”
• “¿Cómo pueden organizar su trabajo para mostrar que tienen todas las soluciones?” // “How can you organize your work to show that you have all the solutions?”

### Student Facing

Muestra cómo pensaste. Usa dibujos, números, palabras u objetos.