# Lesson 5

Problemas-historia sobre figuras

## Warm-up: Observa y pregúntate: Un problema-historia sin pregunta (10 minutes)

### Narrative

This warm-up prompts students to make sense of a problem before solving it by familiarizing themselves with a context and the mathematics that might be involved (MP1).

### Launch

• Groups of 2
• Display the story.
• “¿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 observan?
¿Qué se preguntan?

Elena usó 9 fichas geométricas para hacer un tren.

Luego, ella quitó 3 fichas geométricas del tren y las puso de nuevo en la cubeta.

### Activity Synthesis

• “A este problema-historia le falta una pregunta. ¿Qué preguntas pueden hacer sobre la historia?” // “This story problem is missing a question. What questions can you ask about the the story?” (How many pattern blocks are left? What kind of pattern blocks did she use?)
• Share and record responses.

## Activity 1: Asociemos problemas-historia con ecuaciones (10 minutes)

### Narrative

The purpose of this activity is for students to match story problems to equations (MP2).

MLR8 Discussion Supports. Invite partners to act out the scenario using connecting cubes, two-color counters, or pattern blocks. Listen for and clarify any questions about the context and meaning of words such as “took.”

### Launch

• Groups of 2
• Read the first story problem.
• “Cuéntenle a su compañero lo que ocurrió en la historia” // “Tell your partner what happened in the story.”
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• Reread the first story problem.
• 1 minute: quiet think time

### Activity

• “Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• 2 minutes: partner discussion
• “Marquen la ecuación que corresponde a la historia” // “Circle the equation that matches the story.”
• 1 minute: independent work time
• 1 minute: partner discussion
• Repeat the steps with the second story problem.

### Student Facing

1. Clare hizo una figura con 7 fichas geométricas.
Su hermanito vino y se llevó 3 de las fichas geométricas.

¿Cuántas fichas geométricas tiene Clare ahora?

$$7 = 4 + 3$$

$$7 - 3 = 4$$

$$7 + 3 = 10$$

2. Kiran juntó 2 fichas geométricas para hacer una figura.
Jada puso 5 fichas geométricas más en la figura.

¿Cuántas fichas geométricas hay en la figura de Kiran y Jada?

$$5 - 2 = 3$$

$$4 = 2 + 2$$

$$2 + 5 = 7$$

### Activity Synthesis

• “En la siguiente actividad, van a resolver problemas-historia y a crear ecuaciones que les corresponden” // “In the next activity, you will solve story problems and create your own equations to match them.”

## Activity 2: Resolvamos problemas-historia (10 minutes)

### Narrative

The purpose of this activity is for students to solve Add To, Result Unknown and Take From, Result Unknown story problems. Students fill in an equation, which encourages them to connect the action in the story to the meaning of the $$+$$ and $$-$$ signs (MP2).

Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including what drawings, numbers, words, or objects they will use, to answer the question for each story problem.
Supports accessibility for: Conceptual Processing, Organization

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give students access to connecting cubes or two-color counters, 10-frames, and pattern blocks.
• Read the first story problem.
• “Cuéntenle a su compañero lo que ocurrió en la historia” // “Tell your partner what happened in the story.”
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.

### Activity

• Reread the first story problem.
• “Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Show your thinking using objects, drawings, numbers, or words.”
• 2 minutes: independent work time
• 2 minutes: partner discussion
• Display $$8 = \underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}$$
• “Lin empezó a escribir esta ecuación, pero no la terminó. Terminen la ecuación para mostrar lo que ocurrió en el problema-historia” // “Lin began writing this equation but didn’t finish it. Finish her equation to show what happened in the story problem.”
• 2 minutes: independent work time
• Repeat the steps with the second story problem. Display $$9 - 3 = \underline{\hspace{1 cm}}$$ for students to complete the equation.

### Student Facing

1. Andre juntó 4 fichas geométricas para hacer una figura.
Después, Andre puso 4 fichas geométricas más en la figura.

¿Cuántas fichas geométricas hay en la figura de Andre?

_______________

ecuación:  $$8 = \underline{\hspace{1.7cm}} + \underline{\hspace{1.7cm}}$$

2. Elena usó 9 fichas geométricas para hacer un tren.
Ella quitó 3 fichas geométricas del tren y las puso de nuevo en la cubeta.

¿Cuántas fichas geométricas hay ahora en el tren de Elena?

_______________

ecuación:  $$9 - 3 = \underline{\hspace{1.7cm}}$$

### Activity Synthesis

• Invite a student who drew symbols such as circles for the second story problem to share.
• “¿Qué significa 9 en la historia?” // “What does 9 mean in the story?” (Elena used 9 pattern blocks to make the train.)
• “¿En qué parte del dibujo de _____ ven 9?” // “Where do you see 9 in _____’s drawing?” (There are 9 circles altogether, to represent the 9 pattern blocks on the train at the beginning.)
• “¿Dónde ven la resta en el dibujo de _____?” // “Where do you see subtraction in _____’s drawing?” (There are some circles crossed out, which means the pattern blocks were taken away, or subtracted.)
• “¿Qué significa 3 en la historia?” // “What does 3 mean in the story?” (Elena put back 3 pattern blocks.)
• “¿En qué parte del dibujo de _____ ven 3?” // “Where do you see 3 in _____’s drawing?” (There are 3 circles crossed out, which represent the 3 pattern blocks that Elena put away.)
• “¿Cuántas fichas geométricas tiene Elena ahora? ¿Cómo lo saben?” // “How many pattern blocks does Elena have now? How do you know?” (6. I counted the circles that aren’t crossed out.)
• Read the equation as 9 minus 3 equals 6.
• “Podemos escribir eso así: $$9 - 3 = 6$$” // “We can write that as $$9 - 3 = 6$$.”

## Activity 3: Centros: Momento de escoger (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts.

Students choose from any stage of previously introduced centers.

• Pattern Blocks
• Geoblocks
• Grab and Count
• Find the Pair

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Pattern Blocks, Stages 1-7
• Geoblocks, Stages 1 and 2
• Grab and Count, Stage 1
• Find the Pair, Stages 1 and 2

### Launch

• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Piensen qué les gustaría hacer primero” // “Think about what you would like to do first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

### Student Facing

Escoge un centro.

Fichas geométricas

Bloques sólidos geométricos

Agarra y cuenta

Encuentra la pareja

### Activity Synthesis

• “Cuando trabajan en los centros, ¿prefieren trabajar solos, con un compañero o en grupo?” // “When you work in centers, do you prefer to work by yourself, with a partner, or in a group?”

## Lesson Synthesis

### Lesson Synthesis

“Hoy resolvimos problemas-historia y usamos ecuaciones para mostrar lo que ocurría en los problemas-historia” // “Today we solved story problems and used equations to show what happened in the story problems.”

“Piensen en una historia en la que haya una resta, es decir, en la que se quite. Cuéntenle la historia a su compañero” // “Think of a story that involves subtraction, or taking away. Tell the story to your partner.”

“¿Qué ecuación pueden usar para mostrar lo que ocurre en su historia?” // “What equation could you use to show what happens in your story?”