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Activity 1

20 mins

Compartamos cintas con amigos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

5 Practices

Materials

None

Activity Narrative

The purpose of this activity is for students to interpret and solve two-step problems involving length. Students represent and solve the problem in a way that makes sense to them.

Monitor for and select students with the following approaches to share in the Synthesis:

Represent the initial length of ribbon and the actions in the story with tape diagrams or other clearly-labeled drawings or diagrams.
Represent the initial length of ribbon and the actions in the story with base-ten diagrams or a series of equations to show subtraction. (, )
Represent the total length of ribbon that was cut off before subtracting it from the initial length of ribbon using diagrams or equations. (, )

The approaches are sequenced from more concrete to more abstract ways to represent the quantities and actions in the story problem to help students make connections between different ways to make sense of and solve a two-step problem. Some students may use a combination of different representations (for example, a tape diagram to make sense of the story and base-ten diagrams to help with the calculations). Aim to elicit both key mathematical ideas and a variety of student voices, especially students who haven't shared recently.

Representation: Access for Perception. Offer strips of colored paper to demonstrate the length of the ribbons, as well as the tape diagrams students create. Encourage students to cut the “ribbon” and label the parts to represent the story. Reiterate the context and connect to the idea of subtraction.
Supports accessibility for: Conceptual Processing, Organization, Memory

Launch

Groups of 2
Give each group access to base-ten blocks.
“Los estudiantes de la clase de Priya están compartiendo cintas para hacer collares y pulseras para sus amigos y familiares” // “The students in Priya’s class are sharing ribbons to make necklaces and bracelets for their friends and family members.”

Activity

“Lean la historia con su compañero. Luego, decidan cómo representarla y resuelvan el problema individualmente” // “Read the story with your partner. Then decide how to represent and solve it on your own.”
“Cuando ambos hayan respondido las preguntas, comparen las respuestas para ver si están de acuerdo” // “When you have both answered the question, compare to see if you agree.”
10 minutes: partner work time
As you monitor for the approaches listed in the activity narrative, consider asking:
- “¿Qué hiciste primero?” // “What did you do first?”
- “¿Cómo se muestra en lo que hiciste el pedazo que Lin cortó para Noah?” // “How does your work show the piece Lin cut off for Noah?”
- “¿Cómo se muestra en lo que hiciste el pedazo que Lin cortó para Jada?” // “How does your work show the piece Lin cut off for Jada?”

Student Task Statement

Lin se encuentra una cinta que mide 92 cm de largo. Ella corta un pedazo que mide 35 cm y se lo da a Noah.

Luego, Lin corta de su cinta un pedazo de 28 cm. Se lo da a Jada. ¿Cuánta cinta le queda a Lin?

Student Response

to access Student Response.

Activity Synthesis

Invite previously selected students to share in the given order. Record or display their work for all to see.
Connect students’ approaches by asking:
- “¿Cómo les ayuda cada representación a entender el problema?” // “How does each representation help you understand the problem?” (In the diagrams, they used labels to show what each part means. I can see how they used Lin's length of ribbon and the parts she cut off. In the equations, I can see the same numbers, but it's a little harder to tell what each part means. I can make sense of them by looking at the other diagrams people made.)
Connect students’ approaches to the learning goal by asking:
- “¿Qué diferencias hay entre este problema-historia y otros que hemos solucionado?” // “How was this story problem different from others we have solved?” (It had more steps. There were more things happening in the story. The ribbon wasn't cut just one time.)
- “¿Cómo mostraron lo que debían hacer en sus diagramas o ecuaciones?” // “How did you keep track of what to do using diagrams or equations?” (I used labels to keep track of what was being subtracted in what order. I added words to my equations to help me remember what my equations were for. I reread the story to make sure my work matched what happened in the problem.)

Activity 2

15 mins

Pulseras de la amistad y regalos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR6 Three Reads

Materials

None

Activity Narrative

The purpose of this activity is for students to represent and solve two-step story problems. Students begin the activity by looking at the first problem displayed, rather than in their books. At the end of the Launch, students open their books and work on the problems. In the Synthesis, students compare different ways they represent and solve the problems.

This activity uses MLR6 Three Reads. Advances: reading, listening, representing.

Launch

Groups of 2
Give students access to base-ten blocks.

MLR6 Three Reads

Display only the problem stem, without revealing the question(s).
“Vamos a leer este problema 3 veces” // “We are going to read this problem 3 times.”
1st Read: “Andre tiene 50 pulgadas de cinta. Él corta 26 pulgadas de su cinta y se queda con lo que sobra. Ahora la cinta de Mai es 8 pulgadas más larga que la cinta de Andre” // “Andre’s ribbon is 50 inches long. He cuts off 26 inches of ribbon. Mai’s ribbon is now 8 inches longer than his ribbon.”
“¿De qué se trata esta historia?” // “What is this story about?”
1 minute: partner discussion.
Listen for and clarify any questions about the context.
2nd Read: “Andre tiene 50 pulgadas de cinta. Él corta 26 pulgadas de su cinta y se queda con lo que sobra. Ahora la cinta de Mai es 8 pulgadas más larga que la cinta de Andre” // “Andre’s ribbon is 50 inches long. He cuts off 26 inches of ribbon. Mai’s ribbon is now 8 inches longer than his ribbon.”
“¿Cuáles son todas las cosas de esta historia que podemos medir?” // “What are all the things we can measure in this story?” (the length of Andre’s ribbon at the start, the amount of ribbon Andre cuts off, the length of Andre’s ribbon after he cuts some off, the length of Mai’s ribbon)
30 seconds: quiet think time
2 minutes: partner discussion
Share and record all quantities.
Reveal the question(s)
3rd Read: Read the entire problem, including question(s) aloud.
“¿De qué formas diferentes podemos resolver este problema?” // “What are different ways we can solve this problem?” (We can use a diagram or a drawing to show what is happening. We can use numbers in equations. We can think about it in parts. We can figure out how long Andre’s ribbon is first.)
30 seconds: quiet think time
1–2 minutes: partner discussion

Activity

“Resuelvan individualmente el primer problema. Muestren cómo pensaron. Usen dibujos, números o palabras. Después, resuelvan con su compañero el segundo problema” // “Solve the first problem on your own. Show your thinking using drawings, numbers, or words. Then work together to solve the second problem.”
5 minutes: independent work time
5 minutes: partner discussion
Monitor for students who use tape diagrams, base-ten diagrams, and equations to represent each part of the second problem.

Activity Synthesis

Invite previously identified students to share their diagrams and equations for each part of the second problem.
“¿Cómo representó _____ el problema con la cinta de Andre? ¿Cómo muestra cada representación el problema-historia?” // “How did _____ represent the problem with Andre's ribbon? How does each representation show the story problem?”

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Lesson 12

Historias de seda de sari: Pulseras de la amistad

Warm-up

Verdadero o falso: Comparaciones del valor posicional

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Compartamos cintas con amigos

Standards Alignment

2.MD.5

2.NBT.5

2.OA.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Activity 2

Pulseras de la amistad y regalos

Standards Alignment

2.MD.5

2.NBT.5

2.OA.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

1.NBT.3

2.NBT.5

Advancing Student Thinking

Are You Ready for More?

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?