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The purpose of this Warm-up is to elicit the idea that many different questions could be asked about a situation, which will be useful when students solve problems in a later activity.
¿Qué observas? ¿Qué te preguntas?
The purpose of this activity is for students to represent and solve “how many in each group?” problems using whatever strategy and visual representation make sense to them. Students create a poster of their solution to the first problem with a partner. In the next activity, they participate in a Gallery Walk of the posters.
Monitor for students who represent the situation with:
Resuelve cada problema. Muestra cómo pensaste. Usa objetos, un dibujo o un diagrama.
The purpose of this activity is for students to consider what is the same and what is different about the ways that they solved a “how many in each group?” problem in the previous activity. As students visit the posters, identify 2–3 students who show particularly well that this problem is about finding how many there are in each group. Select those students to share in the next activity.
Con tu compañero, ve a ver los pósteres alrededor del salón. Discute con tu compañero en qué se parecen y en qué se diferencian las ideas que se muestran en los pósteres.
The purpose of this activity is for students to consider what is the same and what is different about the “how many groups?” and “how many in each group?” problems they solved in a previous lesson and in this lesson. The discussion should highlight that in “how many groups?” problems we know the size of each group and in “how many in each group?” problems we know how many groups there are. In order to describe how the problems are the same and how they are different, students attend to the structure of the problems—what is given in each situation and what is unknown (MP7).
Una agricultora pone 24 manzanas en cajas. Ella pone 8 manzanas en cada caja. ¿Cuántas cajas hay?
Una agricultora empaca 20 manzanas en 4 cajas. Ella empaca la misma cantidad de manzanas en cada caja. ¿Cuántas manzanas hay en cada caja?
Discute con tu compañero:
“Ayer resolvimos problemas en los que preguntaban cuántos grupos iguales podíamos hacer. Hoy resolvimos problemas en los que preguntaban cuántas cosas hay en cada grupo igual. Ambas ideas están relacionadas con la división” // “Yesterday, we solved problems that asked about how many equal groups we could make. Today we solved problems that asked about how many things are in each equal group. Both of these ideas are related to division.”
“La división es encontrar el número de grupos o encontrar el tamaño de cada grupo cuando repartimos algo, o separar un total en grupos de igual tamaño” // “Division is finding the number of groups or finding the size of each group when we share, or separate a total into groups of equal size.”
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