Lesson | Loading...

Activity 1

20 mins

Clasificación de tarjetas: Arreglos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Card Sort

MLR1 Stronger and Clearer Each Time

Materials

To Copy (from Blackline Masters)

Card Sort Arrays Cards

Activity Narrative

The purpose of this activity is for students to relate drawings of equal groups to arrays. Specifically, students identify arrays that have the same number of objects in each row or column as each drawing has in each group. In some arrays, the equal groups in the drawing are represented as rows, and in some, they are represented in columns. Students have the opportunity to explain the connections they see between the drawings and arrays, receive feedback from their peers, and revise their explanation for precision and clarity (MP3, MP6). This will be useful in future lessons when students record multiplication expressions and equations to represent arrays.

This activity uses MLR1 Stronger and Clearer Each Time. Advances: reading, writing.

Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Attention, Organization

Launch

Groups of 2 or 4
Give each group a set of cards.

Activity

“Estas tarjetas tienen dibujos de grupos iguales y arreglos. Emparejen cada dibujo con un arreglo. Con su grupo, expliquen su razonamiento” // “This set of cards includes drawings of equal groups and arrays. Match each drawing to an array. Work with your group to explain your reasoning.”
8 minutes: small group work time
“Individualmente, escojan una pareja que hayan hecho con su grupo. Escriban cómo saben que el dibujo corresponde al arreglo” // “Independently choose a match you and your group made. Write down how you know that the drawing matches the array.”
2 minutes: independent work time

MLR1 Stronger and Clearer Each Time

Instruct students to find a partner in their group.
“Compartan con su compañero la respuesta de por qué sus tarjetas corresponden. Por turnos, uno habla y el otro escucha. Si es su turno de hablar, compartan sus ideas y lo que han escrito hasta ese momento. Si es su turno de escuchar, hagan preguntas y comentarios que ayuden a su compañero a mejorar su trabajo” // “Share your response to why your cards match with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion
Repeat with 2–3 different partners.
“Ajusten su borrador inicial basándose en los comentarios que les hicieron sus compañeros” // “Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time

Student Task Statement

Tu profesor te va a dar varias tarjetas.

Empareja cada dibujo de grupos iguales con un arreglo que le corresponda. Prepárate para explicar tu razonamiento.
Escoge una pareja que hayas hecho con tu compañero. Escribe cómo sabes que el dibujo corresponde al arreglo.

Activity Synthesis

Invite 2–3 students to share how they decided which cards go together.
“¿En su grupo estuvieron de acuerdo con las parejas de tarjetas? ¿En qué se fijaron para decidir si emparejaban dos tarjetas?” // “Did your group agree on the matches? What did you look for to decide two cards were matches?” (Yes, we looked for equal groups that had the same number of dots in a group as one of the rows or columns in the array.)
Listen for language students use to describe their matches and the structure of the arrays. As needed, ask:
- “¿Qué quieren decir con _____?” // “What do you mean by _____?”
- “¿De qué otra manera podemos llamar a _____?” // “What else could we call _____?”
- “¿Cómo pueden usar las palabras ‘grupos iguales’ para explicar lo que emparejaron?” // “How could you use ‘equal groups’ to explain your match?”
Highlight the use of terms like “fila” // “row,” “columna” // “column,” and “grupos iguales” // “equal groups.”

Activity 2

15 mins

Dibujemos arreglos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes or counters

Activity Narrative

The purpose of this activity is for students to draw arrays from given arrangements of dots. Students draw an array from dots in equal groups to reinforce the definition of an array and then draw as many arrays as they can from 16 randomly placed dots. Having cubes or counters for students to physically rearrange would be helpful in this activity.

MLR8 Discussion Supports. To support partner discussion, display the following sentence frames: “ Este arreglo le corresponde al diagrama porque . . .” // “This array matches the diagram because . . . .” “Este arreglo muestra la multiplicación porque . . .” // “This array shows multiplication because . . . .”
Advances: Conversing, Representing

Launch

Groups of 2
Give students access to connecting cubes or counters.

Activity

“Individualmente, dibujen una manera en la que los puntos del primer problema se podrían organizar en un arreglo” // “Work independently to draw a way that the dots in the first problem could be arranged into an array.”
2 minutes: independent work time
“Discutan con su compañero cómo organizaron los puntos y cómo se relaciona el arreglo con la multiplicación” // “Discuss how you arranged your dots and how the array is related to multiplication with your partner.”
1 minute: partner discussion
“¿De qué manera reorganizaron los puntos para hacer un arreglo?” // “How did you rearrange the dots to make an array?” (Since there were 3 in each group, I put 3 dots in each row. I saw 2 groups of 6, so I made 2 rows of 6.)
Consider asking:
- “¿Alguien hizo un arreglo diferente?” // “Did anyone create a different array?”
“Ahora van a hacer tantos arreglos como puedan con 16 puntos” // “Now you are going to make as many arrays as you can from 16 dots.”
2–3 minutes: independent work time
“Compartan con su compañero de qué manera reorganizaron los puntos en arreglos. Vean si entre los dos pueden inventar otros arreglos” // “Share how you rearranged the dots into arrays with your partner. See if together you can come up with any other arrays.”
3–5 minutes: partner work time

Student Task Statement

1. Dibuja una manera en la que se podrían reorganizar los puntos en un arreglo.
2. Explica o muestra cómo se relaciona el arreglo con la multiplicación.
1. Dibuja maneras en las que se podrían organizar los puntos en arreglos. Dibuja tantas maneras como puedas.
2. Explica o muestra cómo se relaciona cada arreglo con la multiplicación.

Activity Synthesis

“¿Qué tipos de grupos iguales hicieron con 16 puntos? ¿Cómo pueden ver los grupos iguales en los arreglos que hicieron?” // “What kinds of equal groups did you make from 16 dots? How can you see the equal groups in the arrays you made?” (I can make 2 groups of 8. I drew it as 2 rows of 8 dots.)

Lesson | Loading...

Navigation

Gradeband

Course

Unit

Lesson

Settings

Language

Audience

Assessment Access

Lesson 17

Emparejemos y dibujemos arreglos

Warm-up

Cuáles tres van juntos: Organizaciones

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Clasificación de tarjetas: Arreglos

Standards Alignment

3.OA.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Dibujemos arreglos

Standards Alignment

3.OA.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

3.OA.1

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?