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K-5 Grado 1 Unit 2 Lesson 14

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•K-5 Math 6-8 Math 9-12 Math

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Kínder •Grado 1 Grado 2 Grado 3 Grado 4 Grado 5

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Unit 1 •Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 •Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23

K-5
6-8
9-12

Kínder
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Grado 3
Grado 4
Grado 5

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Unit 8

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Curriculum

IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Lesson 14

Warm-up Activity 1 Activity 2

Unit 2, Lesson 14

Comparemos con suma o con resta

Grado 1

Warm-up

Conteo grupal: Contemos hacia adelante

None

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Activity 1

Torres de cubos

¿Cuántos cubos más tiene Diego?

Muestra cómo pensaste. Usa dibujos, números o palabras.
¿Cuántos cubos más tiene Diego?

Muestra cómo pensaste. Usa dibujos, números o palabras.
¿Cuántos cubos menos tiene Diego?

Muestra cómo pensaste. Usa dibujos, números o palabras.

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Activity 2

Problemas con torres de cubos

Con tu compañero, resuelve cada problema.
Un compañero intentará la estrategia de Lin.
Otro compañero intentará la estrategia de Kiran.

Muestra cómo pensaste. Usa objetos, dibujos, números o palabras.

Lin forma una torre con 3 cubos.
Kiran forma un torre con 9 cubos.
¿Cuántos cubos más hay en la torre de Kiran?

La estrategia de Lin

Reflexiona: “¿Cuántos cubos más puedo agregarle a 3 cubos para obtener 9?”.

La estrategia de Kiran

Pensar: “¿Cuántos cubos quedan si le quito 3 cubos a 9?”.
La torre de Lin tiene 7 cubos.
La torre de Kiran tiene 3 cubos.
¿Cuántos cubos más hay en la torre de Lin?
La torre de Lin tiene 2 cubos.
La torre de Kiran tiene 9 cubos.
¿Cuántos cubos menos hay en la torre de Lin?

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Standards Alignment

Building On

Addressing

Building Toward

1.OA.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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Standards Alignment

Building On

Addressing

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

View Full Standard

1.OA.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

View Full Standard

Building Toward

1.OA.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

View Full Standard

Standards Alignment

Building On

Addressing

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

View Full Standard

1.OA.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

View Full Standard

Building Toward

1.OA.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

View Full Standard