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Activity 1

15 mins

Clasificación de tarjetas: Todo sobre insectos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

Card Sort

Materials

To Copy (from Blackline Masters)

Card Sort All About Insects Cards, Spanish

Activity Narrative

The purpose of this activity is for students to determine whether a situation is about an unknown number of groups or an unknown number of objects in each group. After sorting the situations, students write a division expression to represent each situation. The fact that the structure of the expressions is the same for representing an unknown number of groups or an unknown number of objects in each group further emphasizes that division expressions can be interpreted two ways.

As students discuss and justify their decisions, they share a mathematical claim and the thinking behind it (MP3). Encourage students to describe how they would start to solve the problem to help make it clear what is unknown in the situation.

MLR8 Discussion Supports. Synthesis. Display a sentence frame to support whole-class discussion: “Observamos _____, entonces . . .” // “We noticed _____, so we . . . .”
Advances: Speaking, Representing

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: Organization, Attention

Launch

Groups of 2
Display the image.
“Vamos a trabajar en algunas situaciones que incluyen insectos. Todos estos son insectos” // “We are going to work with some situations involving insects. These are all insects.”
“¿Qué partes de los insectos podemos contar?” // “What are some parts of the insects we could count?” (legs, eyes, wings, antennae, body segments)
If needed, clarify what antennae are.
Give each group a set of cards.

Activity

“Con su compañero, clasifiquen las tarjetas en 2 categorías que tengan sentido para ustedes. Prepárense para explicar el significado de sus categorías.” // “Work with your partner to sort your cards into two categories in a way that makes sense to you. Be ready to explain the meaning of your categories. ”
5 minutes: partner work time
Monitor for groups that sort by “how many groups?” and “how many in each group?” situations.
Invite groups to share their categories and how they sorted their cards.
Choose as many different types of categories as time allows, but ensure that one set of categories distinguishes between “how many groups?” and “how many in each group?” situations.
If no students sorted the cards by these two types of division situations, give them a minute to do so, and then discuss how they know which type of division each situation represents.
“Escriban una expresión de división que represente cada situación” // “Write a division expression to represent each situation.”
5 minutes: partner work time

Student Task Statement

Tu profesor te va a dar un grupo de tarjetas que muestran situaciones.

Clasifica las tarjetas en 2 categorías que tengan sentido para ti. Prepárate para explicar el significado de tus categorías.
Escribe una expresión de división que represente cada situación. Prepárate para explicar tu razonamiento.

Activity Synthesis

Invite students to share their expression for each situation.
Consider asking:
- “¿Qué representa cada número de la expresión?” // “What does each number represent in the expression?”
- “¿En qué parte de la expresión ven el número de grupos?” // “Where do you see the number of groups in the expression?”
- “¿En qué parte de la expresión ven el número de objetos en cada grupo?” // “Where do you see the number of objects in each group in the expression?”

Activity 2

20 mins

Resolvamos un problema sobre insectos

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR7 Compare and Connect

Materials

To Gather

Tools for creating a display

Activity Narrative

In this activity, students consolidate their understanding of the types of division situations and their representations to solve division problems.

During the Activity Synthesis, arrange and display students‘ posters by type, as sorted in the previous activity.

This activity uses MLR7 Compare and Connect. Advances: representing, conversing.

Launch

Groups of 2
Assign each group one of the problems from the previous activity to solve.
Give each group tools for creating a visual display.

Activity

MLR7 Compare and Connect

“Hagan una presentación visual que muestre cómo pensaron en el problema que se les asignó. Incluyan detalles, como notas, diagramas, dibujos y expresiones, para ayudar a los demás a entender sus ideas” // “Create a visual display that shows your thinking about the problem you were assigned. You may want to include details, such as notes, diagrams, drawings, and expressions, to help others understand your thinking.”
5 minutes: partner work time
8–10 minutes: Gallery Walk

Student Task Statement

Tu profesor les va a asignar un problema.

Haz una presentación visual que muestre cómo pensaste y que muestre tu solución al problema.

Student Response

to access Student Response.

Activity Synthesis

Ask students to identify which type of division problem each poster shows.
“¿En qué se parecen los dos tipos de problemas de división?” // “What is the same about the two types of division problems?” (They both involve putting things into equal groups. The total is known in both.)
“¿En qué se diferencian?” // “What is different about them?” (Sometimes we know how many things are in each group and we need to find how many groups we can make. Sometimes we know how many groups there are, but we need to find how many things are in each group.)

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Lesson 5

Escribamos expresiones de división

Warm-up

Conversación numérica: ¿En qué se parecen?

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: Todo sobre insectos

Standards Alignment

3.OA.2

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Resolvamos un problema sobre insectos

Standards Alignment

3.OA.3

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

3.NBT.2

3.OA.9

Student Response

Advancing Student Thinking

Are You Ready for More?

Advancing Student Thinking

Are You Ready for More?