The purpose of this activity is for students to solve Take From problems and make sense of tape diagrams that represent this problem type. Students use the diagram to make sense of the context and help guide their calculations as they solve the problem (MP2).

• “¿Cómo les ayudó el diagrama de cinta a pensar en lo que necesitaban hacer para encontrar el valor desconocido?” // “How did the tape diagram help you think about what you needed to do to find the unknown value?” (The diagram shows that 18 was being taken away, so I decided to subtract 18 from 44.)

The purpose of this activity is for students to solve Take From problems within 100 with the unknown in all positions. Students label tape diagrams and use them to make sense of the story problems before solving them (MP2). In Result Unknown and Change Unknown problems, students may not be able to anticipate whether the unknown length will be longer or shorter than the length of the part they know. It is okay if they do not accurately label the smaller part of the tape diagram with the smaller length as long as they are accurately making sense of the problem.

Students are encouraged to use the Three Reads routine as a strategy for making sense of and persevering in solving problems (MP1).

• Invite selected students to share how they solved the last problem.
• “¿Qué fue distinto en el último problema?” // “What was different about the last problem?” (Even though it was about cutting ribbon, I found the answer by adding.)