Lesson 6

The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students compare a Put Together, Total Unknown story problem and a Put Together/Take Apart, Both Addends Unknown story problem in a later activity.

• Groups of 2
• Give students access to connecting cubes or two-color counters.
• Display and read the story.
• “¿De qué se trata la historia?” // “What is the story about?”
• 30 seconds: quiet think time
• Share responses.
• Read the story again.
• “¿Cómo pueden actuar esta historia?” // “How can you act out this story?”
• 30 seconds: quiet think time

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share responses.
• Choose a way to represent the story as a class.
• Read the story together.
• “Acabamos de actuar lo que pasó en este problema-historia. Ahora es su turno de mostrar lo que pasó en el problema-historia. Muestren lo que pensaron. Usen dibujos, números, palabras u objetos” // “We just acted out what happened in this story problem. Now it’s your turn to show what happened in the story problem. Show your thinking using drawings, numbers, words, or objects.”
• 3 minutes: independent work time

• “En la siguiente actividad, vamos a escuchar una historia diferente sobre recolectar manzanas” // “In the next activity we will hear a different story about picking apples.”

The purpose of this activity is for students to compare a Put Together, Total Unknown story problem and a Put Together/Take Apart, Both Addends Unknown story problem with a similar context. This is the first time that students have worked with a Put Together/Take Apart, Both Addends Unknown story problem.

• Groups of 2
• Read both stories.
• “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (There are 2 stories. They are both about picking apples. There are red apples and yellow apples in both. I wonder how many red apples Lin picked.)

• Read the first story problem.
• “¿Qué saben sobre las manzanas de Mai en esta historia? ¿Qué no saben?” // “What do you know about Mai’s apples in this story? What do you not know?” (We know that she picked red and yellow apples. We know that she picked 5 yellow apples and 2 red apples. We do not know how many apples she picked altogether.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.
• Read the second story problem.
• “¿Qué saben sobre las manzanas de Lin en esta historia? ¿Qué no saben?” // “What do you know about Lin’s apples in this story? What do you not know?” (We know that she picked 8 apples. We know that some of them were red and some of them were yellow. We don’t know how many red ones or how many yellow ones she picked.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share responses.

• “¿En qué se parecen estas historias?” // “What is the same about these stories?” (They are both about picking apples. They both have red and yellow apples.)
• “¿En qué son diferentes estas historias?” // “What is different about the stories?” (The first story is about Mai and the next story is about Lin. In the first story we knew how many yellow apples and how many red apples. In the second story we know that there are 8 apples altogether.)
• “En la siguiente actividad, vamos a mostrar lo que pasó en la segunda historia” // “In the next activity, we will work on showing what happened in the second story.”

The purpose of this activity is for students to make sense of a questionless Put Together/Take Apart, Both Addends Unknown story problem. In this activity, students are asked to show what Lin’s apples could have looked like. The focus of this activity is for students to show the two groups of apples, rather than on answering specific questions about how many red apples and how many yellow apples Lin had. While students may notice that there is more than one possible solution to the story problem, that is not highlighted until the next lesson.

When students explain to a partner how they have represented the apples they reason abstractly and quantitatively (MP2).

• Groups of 2
• Give students access to connecting cubes and two-color counters.
• Read and display the task statement.
• “Cuéntenle a su pareja lo que pasó en la historia” // “Tell your partner what happened in the story.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Monitor for students who accurately retell the story. Choose at least one student to share with the class.
• “Usen objetos o dibujos para mostrar cómo se podrían ver las manzanas de Lin” // “Use objects or drawings to show what Lin’s apples could look like.”

• 3 minutes: independent work time
• “Compartan con su pareja cómo mostraron las manzanas de Lin. Cuéntenle a su pareja de qué manera sus dibujos u objetos muestran las manzanas de Lin” // “Share how you showed Lin’s apples with your partner. Tell your partner how your objects or drawings show Lin’s apples.”
• 30 seconds: quiet think time
• 2 minutes: partner discussion
• Monitor for students who use two-color counters to show 8 apples, some red and some yellow. Monitor for students who show different decompositions of 8, such as 5 and 3 and 4 and 4.

• Invite previously selected students to share.
• As each student shares, ask:
  • “¿Cuántas manzanas recolectó Lin?” // “How many apples did Lin pick?”
  • “¿En dónde ven las manzanas rojas que Lin recolectó?” // “Where do you see the red apples that Lin picked?”
  • “¿En dónde ven las manzanas amarillas que Lin recolectó?” // “Where do you see the yellow apples that Lin picked?”
• “_____ usó fichas rojas y fichas amarillas para mostrar las manzanas de Lin. Si yo quisiera hacer un dibujo para mostrar las manzanas de Lin, ¿qué podría dibujar?” // “_____ used red and yellow counters to show Lin’s apples. What could I do if I wanted to draw a picture to show Lin’s apples?” (You could draw 4 red apples and 4 yellow apples. You could draw some circles. You could write r for red and y for yellow.)

The purpose of this activity is for students to choose from activities that offer practice composing, decomposing, adding, and subtracting numbers.

Students choose from any stage of previously introduced centers.

• What's Behind My Back?
• 5-frames
• Make or Break Apart Numbers

• Gather materials from: 
  • What's Behind My Back, Stage 1
  • 5-frames, Stages 1 and 2
  • Make or Break Apart Numbers, Stage 1

• “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

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

• “En los centros usamos materiales como los cubos encajables. ¿Cómo debemos usar los cubos encajables en los centros? Mencionen un ejemplo de una forma en la que un compañero usó los cubos encajables para hacer matemáticas” // “One of the materials we use during centers is connecting cubes. How should we use connecting cubes during centers? What’s an example of how you saw a classmate using the connecting cubes to do math?”