Lesson 11

This warm-up prompts students to carefully analyze and compare features of four different drawings. The activity also enables the teacher to hear the words students know and how they talk about characteristics of drawings.

• Groups of 2
• Display image.
• “Escojan uno que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discutan con su compañero lo que pensaron” // “Discuss your thinking with your partner.”
• 2-3 minutes: partner discussion
• Share and record responses.

• “En la siguiente actividad, vamos a hacer dibujos para mostrar lo que ocurre en un problema-historia” // “In the next activity, we will draw pictures to show what is happening in a story problem.”

The purpose of this activity is for students to draw a picture to represent and solve a story problem (MP2). Many students may draw pictures with details—for example, a drawing of students playing soccer. Students should have access to connecting cubes and two-color counters to help them represent the story (MP5).

• Groups of 2
• Give students access to two-color counters and connecting cubes.
• Read and display the task statement.
• “Cuéntenle a su compañero lo que ocurrió 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.
• Reread the task statement.
• “Hagan un dibujo para mostrar lo que ocurre en el problema-historia” // “Draw a picture to show what is happening in the story problem.”

• 3 minutes: independent work time
• Monitor for students who draw pictures with details to represent the story. Monitor for students who use symbols such as circles.

• “Observemos lo que otros estudiantes dibujaron” // “Let’s take a look at what other students drew.”

The purpose of this activity is for students to compare drawings to represent story problems. Students participate in a gallery walk to see the different drawings that were created. Consider creating a cue or signal to indicate when students should move from one drawing to the next. In the activity synthesis, students compare and make connections between using detailed pictures and symbols such as circles to represent the story. Students also share different ways to represent subtraction in a drawing (MP2).

• Groups of 2
• “Vamos a hacer un recorrido por el salón y veremos los dibujos que todos hicieron para mostrar la historia” // “We are going to do a gallery walk and see the pictures that everyone drew to show the story.” 
• “Mientras hacen el recorrido, observen cómo organizaron sus dibujos otros estudiantes. ¿Cómo mostró cada persona a los niños que estaban jugando fútbol y a los niños que se fueron a jugar en los columpios?” // “As you walk around, notice how other students organized their drawings. How did each person show the kids who were playing soccer and the kids who left to go play on the swings?”
• “Mientras hacen el recorrido, pueden preguntar ‘¿Cómo muestra su dibujo lo que ocurre en la historia?’” // “As you walk around, you can ask ‘How does your drawing show what happens in the story?’”

• Invite half the class to stand next to their drawing while the other half of the class walks around and looks at the drawings.
• 5 minutes: gallery walk
• Monitor for students who clearly show which students were playing soccer initially and which students left to play on the swings.
• Switch groups.
• 5 minutes: gallery walk

• Invite a student who drew a drawing with details to share. 
• Invite a student who drew symbols such as circles to represent the kids. If no student did this, draw 7 circles and cross out 3 of them.
• “¿En qué se parecen las formas como _____ y _____ mostraron la historia?” // “What is the same about how _____ and _____ showed the story?”
• “De acuerdo a la historia, ¿qué representan los círculos de este dibujo?” // “What do the circles in this picture show from the story?” (They show the kids who were playing soccer and the kids who left.)
• “En su recorrido por el salón, ¿qué otras formas vieron de mostrar los niños que estaban jugando fútbol y los niños que se fueron a jugar en los columpios?” // “What other ways to show the kids who were playing soccer and the kids who left to go play on the swings did you see during the gallery walk?” (Sample responses: They crossed some out. They circled the kids who went away. They used a different color to show the kids who left to play on the swings.)
• As students share, display student work that shows the students who left in different ways. 
• “Había 7 niños jugando fútbol. Luego, 3 de ellos se fueron a jugar en los columpios. Podemos escribir eso como ‘7 quitando 3’ o ‘\(7 - 3\)’” // “There were 7 kids playing soccer and then 3 of the students left to go play on the swings. We can write that as ‘7 take away 3’ or ‘\(7 - 3\)’.”

The purpose of this activity is for students to choose from activities that offer practice with addition and subtraction, as well as describing and building shapes. Students choose from any stage of previously introduced centers.

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

• 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

• “Hoy vamos a escoger un centro 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” // “Think about what you would like to do.

• Invite students to work at the center of their choice.
• 10 minutes: center work time

• “¿Cómo decidió su grupo quién empezaba?” // “How did your group decide who went first?”