Unit 6, Lesson 12
Comparemos medidas
Grado 1
Warm-up
10 mins
Observa y pregúntate: 6, 8 y 14
Standards Alignment
Building On
Addressing
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).
Building Toward
Instructional Routines
Notice and WonderMaterials
NoneActivity Narrative
The purpose of this Warm-up is to elicit the idea that addition and subtraction are related operations, which will be useful when students subtract to solve story problems with unknown addends.
Launch
- Groups of 2
- Display the image.
- “¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Activity
- “Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task Statement
¿Qué observas?
¿Qué te preguntas?
Student Response
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Advancing Student Thinking
Activity Synthesis
-
“Usen estas ecuaciones para explicar de qué manera la suma les puede ayudar a restar” // “Use these equations to explain how addition can help with subtraction.” (If you know an addition fact like
Activity 1
20 mins
Pulseras de la amistad
Instructional Routines
5 PracticesMaterials
Activity Narrative
The purpose of this activity is for students to solve a new type of story problem—Compare, Smaller Unknown. Students represent and solve the problem in any way that makes sense to them.
Monitor for and select students with the following approaches to share in the Synthesis:
- Draw or build one tower of 14 cubes and remove 4 cubes.
- Draw or build two towers of 14 cubes and remove 4 cubes from one of the towers.
- Draw or build one tower of 14 cubes, draw or build a second tower with 4 fewer cubes than the first tower.
When sequencing student approaches, consider inviting students to share from the most common approach to the least common approach used during the activity. This sequence will help students make sense of and connect different approaches that can be used to represent and solve a Compare, Smaller Unknown story problem. Aim to elicit both key mathematical ideas and a variety of student voices, especially students who haven't shared recently.
Representation: Develop Language and Symbols. Synthesis: Maintain a visible display to record vocabulary relating to comparing lengths such as, “fewer than,” “less than,” “longer,” and “more than.” Invite students to suggest details (words or pictures) that will help them remember the meaning of the words or phrases.
Supports accessibility for: Language, Memory
Supports accessibility for: Language, Memory
Activity 2
10 mins
Las mismas pulseras, pero otra historia
Instructional Routines
NoneMaterials
Activity Narrative
The purpose of this activity is for students to make sense of and solve a Compare, Bigger Unknown story problem. The numbers are intentionally the same as the problem in the previous activity. During the Lesson Synthesis, students analyze a representation and describe how it can represent both story problems (MP8).
MLR8 Discussion Supports. During partner work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “Te escuché decir . . .” // “I heard you say . . ..” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Advances: Listening, Speaking
Launch
- Groups of 2
- Give students access to connecting cubes in towers of 10 and singles.
- “Ahora van a resolver otro problema sobre las pulseras de Han y de Priya” // “Now you are going to solve another problem about Han’s and Priya’s bracelets.”
Activity 3
10 mins
Conozcamos “Escribe números: Números hasta el 120 de 1 en 1”
Instructional Routines
NoneMaterials
To Copy (from Blackline Masters)
Write Numbers Stage 3 Gameboard, Spanish
Activity Narrative
The purpose of this activity is for students to learn Stage 3 of the Write Numbers center. Students choose to count forwards or backwards by starting at either of the numbers on a gameboard. Students take turns counting by 1 and writing the next one, two, or three numbers. The player who writes the last number on the board wins.
Consider laminating gameboards or placing them in sheet protectors so they can be used multiple times.
Launch
- Groups of 2
- Give each group the gameboards.
- “Vamos a aprender una nueva forma de jugar ‘Escribe números’” // “We are going to learn a new way to play Write Numbers.”
- “Esta vez, los tableros de juego tienen números más grandes para que puedan practicar la escritura de números mayores que el 100. Decidan con cuál tablero de juego van a empezar y decidan si empezar con el número más pequeño y contar hacia adelante, o empezar con el número más grande y contar hacia atrás. Por turnos, cuenten de 1 en 1 y escriban los siguientes uno, dos o tres números en el camino del tablero. Recuerden que gana la persona que escriba el último número” // “This time, the gameboards have larger numbers so you can practice writing numbers above 100. Decide which gameboard to begin with and decide whether to start with the smaller number and count forward, or start with the larger number and count backward. Take turns counting by 1 and writing the next one, two, or three numbers on the path. Remember, the person who writes the last number wins.”
Lesson Synthesis
Display previously made poster.
“Hoy resolvimos un problema de comparación en el que la longitud de la pulsera más pequeña era el número desconocido. También resolvimos un problema de comparación en el que la longitud de la pulsera más grande era el número desconocido. ¿De qué manera el dibujo muestra cada problema?” // “Today we solved a Compare problem with the length of the smaller bracelet unknown. We also solved a Compare problem with the length of the bigger bracelet unknown. How does the drawing show each problem?” (For the first problem, it has 14 cubes for Han’s bracelet. The blue cubes are the 4 cubes more than Priya, so Priya has 10 cubes which are on the bottom. For the second story, it shows 10 cubes for Priya on the bottom. Han's are on the top because there are the same amount and 4 more.)
Record student explanations by labeling each diagram on the poster.
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