Lesson 18

The purpose of this warm-up is to elicit observations and questions about some animals and their associated measurements, which will be useful when students create comparison statements in a later activity.

• Groups of 2
• Display the images.
• “¿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. 

• “Los números nos dicen qué tan alto pueden saltar estos animales” // “The numbers tell us how high each of these animals can jump.”
• Ask students to decide if each of the following statements is true or false and share their responses and reasoning: 
  • “Un conejo puede saltar 10 veces tan alto como un delfín” // “A rabbit can jump 10 times as high as a dolphin.”
  • “Un delfín puede saltar tan alto como una rana” // “A dolphin can jump as high as a frog.”
• “¿Qué otras afirmaciones de comparación pueden hacer sobre qué tan alto pueden saltar estos animales?” // “What other comparison statements can you make about how high these animals can jump?”
• 30 seconds: think time
• 1 minute: partner discussion
• Share responses.
• “En nuestra primera actividad de hoy, vamos a seguir pensando en hacer comparaciones” // “We are going to keep thinking about making comparisons in our first activity today.”

In this activity, students use multiplicative comparison and measurement conversion to create true and false statements about the animals. A set of cards with some facts about animals are provided in the blackline master, but students may also research information about animals using reliable internet resources or books.

• If students are performing their own research, provide access to books about animals or Internet-enabled devices.

• Groups of 2 or 4
• Give each group 3 index cards, tape, and a copy of the cards from the blackline master (or access to books about animals or access to the Internet).
• “Revisen los recursos y la información que nos dan sobre los animales” // “Look through the resources and the information about animals.”
• “Con su compañero, escojan 2 animales y escriban 3 afirmaciones de comparación sobre estos dos animales” // “Work with your partner to choose 2 animals and to write 3 comparison statements about these animals.”
• “Dos de sus afirmaciones deben ser verdaderas y una debe ser falsa” // “Two of your statements should be true and one should be false.”

• “Primero, tómense unos minutos en silencio para leer los hechos sobre los animales y pensar sobre cuáles les gustaría escribir. Después, discutan sus ideas con su compañero” // “First, take a few quiet minutes to read about the animals and consider the facts about them you’d like to write about. Then, discuss your thinking with your partner.”
• 3 minutes: independent work time
• 10 minutes: partner work time
• Monitor for the ways students:
  • describe the relationship between different units
  • compare quantities given in different units

• “Pongan sus tarjetas en una pared porque vamos a ir a verlas en un recorrido por el salón” // “Post your cards on a wall because we will look at them in a gallery walk.”

The purpose of this gallery walk activity is for students to decide if their peers’ statements from the previous activity are true or false. In addition to determining the truth of others’ statements, students have an opportunity to revisit and revise their statements from the first activity.

• Groups of 2 or 4
• “Ahora van a hacer un recorrido por el salón para leer las afirmaciones de los demás y decidir si son verdaderas o falsas” // “You will now do a gallery walk to read one another’s statements and decide if they are true or false.”
• Give students access to sticky notes.
• “Cuando lean las afirmaciones de los demás, puede que encuentren partes de ellas que no son claras. Usen una nota adhesiva para dejar un comentario o una pregunta que pueda ayudarle a la persona que escribió las afirmaciones a escribirlas de una forma más clara” // “As you read others’ statements, you may find parts of them to be unclear. Use a sticky note to leave a comment or a question that could help the writer edit the statements for the better.”
• “Encuentren por lo menos una afirmación que sea una mentira y escríbanla en su libro” // “Figure out at least one statement that is a lie and record it in your book.”

• 10 minutes: gallery walk
• “Cuando recorran el salón, comparen sus afirmaciones con las de sus compañeros y piensen en cómo podrían ajustar sus afirmaciones para que sean más claras o mejores” // “As you walk around, compare your statements to your classmates’ and think how you might revise your statements to make them clearer or stronger.”

• Invite students to share how they identified false statements and thought about revising the statements.