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K-5 Grado 1 Unit 6 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

K-5
6-8
9-12

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Grado 5

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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 6, Lesson 14

¿Cuál ecuación corresponde?

Grado 1

Warm-up

Cuáles tres van juntos: Ecuaciones diferentes

¿Cuáles 3 van juntas?

Kids with equations on cards.

Activity 1

Clasificación de tarjetas: Problemas-historia

None

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Activity 2

Historias y ecuaciones

Marca las 2 ecuaciones que corresponden a cada historia.

Jada usa 8 imágenes de personas.
Ella también usa algunas imágenes de animales.
En total, ella usa 11 imágenes.
¿Cuántas imágenes de animales usa?
Kiran tiene 19 imágenes.
Le da algunas a su hermana.
Ahora le quedan 11 imágenes.
¿Cuántas imágenes le dio Kiran a su hermana?
El collage de Han tiene 16 sellos.
El collage de Lin tiene 10 sellos menos.
¿Cuántos sellos tiene el collage de Lin?
Elena usa 9 calcomanías más que Andre.
Andre usa 5 calcomanías.
¿Cuántas calcomanías usa Elena?
Noah tiene 6 sellos.
Tyler tiene 16 sellos.
¿Cuántos sellos menos tiene Noah que Tyler?
Clare tiene algunas calcomanías.
Ella les da 9 de ellas a sus amigos.
Le quedaron 5 calcomanías.
¿Con cuántas calcomanías empezó Clare?

Si te queda tiempo: escoge un problema-historia para resolver. Muestra cómo pensaste. Usa dibujos, números o palabras.

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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).

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Building Toward

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.

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1.OA.4

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

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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).

View Full Standard

Building Toward

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.4

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

View Full Standard

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).

View Full Standard

Building Toward