Unit 6, Lesson 8
¿Todas las partes son creadas iguales?
Grado 2
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The purpose of this Number Talk is to elicit the strategies and understandings students have for subtracting multiples of 5 from multiples of 5. These understandings help students develop fluency and will be helpful later in this unit when students learn to tell time to the nearest 5 minutes. Monitor for the different ways students use the relationship between the numbers in each expression to choose their strategy. For example, students may subtract by place when both numbers have a 5 in the ones place or look for ways to count on by 5 and by 10 (MP7).
Encuentra mentalmente el valor de cada expresión.
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The purpose of this activity is for students to explore different ways to partition rectangles into halves and fourths. They notice that when they partition two of the same rectangle into fourths or halves in different ways, the resulting pieces may have different attributes. In the Activity Synthesis, students explain why the equal pieces of the same whole could look very different even though they have the same size, as long as the original shapes were split into the same number of equal pieces (MP3, MP7).
Lin parte este cuadrado en cuartos. Ella empieza por partir el cuadrado en medios.
Después de dibujar la primera línea, ella intenta hacer cuartos de 3 maneras distintas.
Escribe el nombre de la parte coloreada.
La figura A tiene un ________________ coloreado.
La figura B tiene un ________________ coloreado.
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The purpose of this activity is for students to consider different ways to partition a circle or rectangle into thirds. Students continue to deepen their understanding that equal pieces of the same whole can look different. Monitor for the ways students reason that the equal pieces of the same whole may look different but are the same size, to share in the Lesson Synthesis (MP3, MP7).
Lin
Mai
Andre
¿Todas las figuras muestran un tercio coloreado? Explica tu razonamiento.
Parte el rectángulo en tercios. Colorea un tercio de la figura.
Para el hermano de Diego
Para Diego
El hermano menor de Diego está enojado porque, según él, su parte de pan de maíz es más pequeña que la de Diego. ¿Estás de acuerdo? Explica tu razonamiento.
“Hoy aprendieron que si una figura se parte en el mismo número de partes iguales, de maneras distintas, las partes de las figuras tienen el mismo nombre, aunque se vean diferentes” // “Today, you learned that if a shape is partitioned into the same number of equal pieces, in different ways, the pieces of the shapes will have the same name, even though they look different.”
Display or draw:
Invite previously selected students to share their reasoning.
“Como ambas sartenes tienen el mismo tamaño, sabemos que cada hermano recibió un cuarto de lo que había en la sartén. Las partes se ven distintas, pero es la misma cantidad” // “Since both pans are the same size, we know that each brother got a fourth of the pan. The pieces look different, but it’s the same amount.”
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