Lesson 8

The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students represent and solve story problems in a later activity. 

• Groups of 2
• 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 compañero 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.

• “En la siguiente actividad, escucharemos más historias y haremos preguntas al terminarlas” // “In the next activity, we will hear more stories and ask questions at the end of the stories.”

The purpose of this activity is for students to develop questions to ask about stories.

• Groups of 2
• Read and display the first story.
• “Cierren sus ojos e imaginen lo que está ocurriendo en la historia” // “Close your eyes and picture what is happening in the story.”
• 30 seconds: quiet think time
• “Cuéntenle a su compañero lo que ocurrió en la historia” // “Tell your partner what happened in the story.”
• 1 minute: partner discussion
• “¿Qué preguntas podemos hacer al terminar la historia?” // “What questions can we ask at the end of the story?”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• Share and record responses.

• Repeat the steps with the second story.

• Read each story with a question that students shared at the end. For example, “Priya plantó 6 flores en el jardín. Diego plantó 3 flores más en el jardín. ¿Cuántas flores hay en el jardín ahora?” // “Priya planted 6 flowers in the garden. Diego planted 3 more flowers in the garden. How many flowers are in the garden now?”
• For each story, record the action with words and numbers and an expression. For example: “6 y 3” // “6 and 3” and “\(6 + 3\)”.
• “Hay preguntas al final de nuestras historias. En la siguiente actividad, vamos a encontrar las respuestas a las preguntas” // “There are questions at the end of our stories. In the next activity, we’ll get to figure out the answers to the questions.”

The purpose of this activity is to understand and solve an Add To, Result Unknown story problem. This is the first time students are asked to solve a story problem, so it is important that they retell and understand the story before they try to answer the question. Crayons are an intentional choice in this activity so that students can literally act out the story. Students also have access to connecting cubes and two-color counters which they may choose to use to represent the story (MP2, MP5).

• Groups of 2
• Give students access to two-color counters, connecting cubes, and crayons.
• Read and display the task statement.
• “Cuéntenle a su compañero qué 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.
• “Muestren cómo pensaron. Usen objetos, dibujos, números o palabras” // “Show your thinking using objects, drawings, numbers, or words.”

• 3 minutes: independent work time

• “¿Qué intentamos descifrar?” // “What are we trying to figure out?" (How many crayons does Noah have now?)
• “¿Cómo descubrieron la respuesta a la pregunta?” // “How did you figure out the answer to the question?” (I counted all of the crayons. I counted all of the counters.)
• “Noah tenía 5 crayones y luego Jada le dio 4 crayones más. Podemos escribir eso como ‘5 y 4’ o ‘\(5 + 4\)’. ‘5 y 4 es 9’” // “Noah had 5 crayons and then Jada gave him 4 more crayons. We can write that as ‘5 and 4’ or ‘\(5 + 4\)’. 5 and 4 is 9.”

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 centers introduced in previous lessons and previous units.

• Math Stories
• Subtraction Towers
• 5-frames
• Build Shapes
• Counting Collections

• Gather materials from 
  • Math Stories, Stages 1 and 2
  • Subtraction Towers, Stage 1
  • 5-frames, Stages 1 and 2
  • Build Shapes, Stages 1 and 2
  • Counting Collections, Stage 1

• Groups of 2
• “Hoy vamos a escoger centros de los que ya conocemos” // “Today we are going to choose from centers that we learned previously.”
• Display center choices on student page.
• “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.
• 8 minutes: center work time
• “Escojan qué les gustaría hacer ahora” // “Choose what you would like to do next.”
• 8 minutes: center work time

• “Cuando escogen el centro ‘Historias matemáticas’, ¿qué es lo primero que hacen con su compañero? ¿Qué hacen después?” // “When you choose Math Stories during centers, what do you do first with your partner? What do you do next?”