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K-5 Grado 3 Unit 1 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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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 1, Lesson 14

Escribamos y resolvamos ecuaciones con números desconocidos

Grado 3

Warm-up

Conversación numérica: Cincos

Encuentra mentalmente el valor de cada expresión.

Activity 1

Clasificación de tarjetas: Números desconocidos

Tu profesor te va a dar un grupo de tarjetas. Empareja cada ecuación con una situación o con un diagrama.

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Activity 2

Escribamos ecuaciones que tengan un número desconocido

En cada caso, escribe una ecuación de multiplicación que represente el diagrama o la situación. Usa un símbolo para representar el número desconocido. Prepárate para compartir tu razonamiento.
Encuentra el número que hace que la ecuación sea verdadera. Reescribe la ecuación para que incluya la solución.

- ecuación con símbolo
- ecuación con solución
Jada tiene varios paquetes de tarjetas de deportes. Cada paquete tiene 5 tarjetas. Si Jada tiene 45 tarjetas, ¿cuántos paquetes de tarjetas tiene?
- ecuación con símbolo
- ecuación con solución
- ecuación con símbolo
- ecuación con solución
- ecuación con símbolo
- ecuación con solución
En la escuela hay 6 bolsas. En cada bolsa hay 10 balones de baloncesto. ¿Cuántos balones de baloncesto hay en la escuela?
- ecuación con símbolo
- ecuación con solución

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Standards Alignment

Building On

Addressing

3.OA.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

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3.OA.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

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Standards Alignment

Building On

Addressing

3.OA.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

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3.OA.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

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Standards Alignment

Building On

Addressing

3.OA.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

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3.OA.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

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