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Activity 1

20 mins

Grupos iguales, números mayores

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Centimeter Grid Paper - Standard

To Gather

Base-ten blocks

Tools for creating a display

Activity Narrative

The purpose of this activity is for students to solve problems that involve multiplication where one factor is a teen number. Students may solve and represent the problem any way they choose. For the third problem, look for different ways in which students are using area diagrams that can be highlighted in the posters for the Gallery Walk in the next activity. Students reason abstractly and quantitatively when they interpret the stories and represent them with diagrams, expressions, or equations (MP2).

Engagement: Provide Access by Recruiting Interest. Leverage choice around perceived challenge. Invite students to select at least two of the four problems to complete.
Supports accessibility for: Organization, Attention, Social-emotional Skills

Launch

Groups of 2
“¿En qué lugares de su comunidad ven arte?” // “Where are some places that you see art in your community?”
30 seconds: quiet think time
Share responses.
“Estos problemas se tratan de un estudiante que visita un festival de arte local. Ahí es donde los artistas locales exhiben y venden su trabajo” // “These problems are about a student visiting a local art festival. This is where local artists come to display and sell their work.”
Give students access to grid paper and base-ten blocks.
“Hablen con su compañero sobre cómo podrían resolver estos problemas” // “Turn and talk to your partner about how you might solve these problems.”
1–2 minutes: partner discussion

Activity

“Resuelvan estos problemas. Expliquen o muestren cómo razonaron” // “Solve these problems. Explain or show your reasoning.”
6–8 minutes: independent work time
As students work, consider asking:
- “¿Cómo pueden representar la manera en la que piensan en el problema?” // “How can you represent your thinking about the problem?”
- “¿En qué parte de su trabajo pueden ver _____?” // “Where can you see _____ in your work?”
Monitor for:
- Different ways that students use an area diagram in the third problem.
- Pairs of students who represent the third problem in the same way to create a poster together.
“Ahora van a hacer un póster que muestre la manera como pensaron en el tercer problema. Van a trabajar con un compañero que haya resuelto el problema de la misma forma que ustedes” // “Now you are going to create a poster to show your thinking on the third problem. You are going to work with a partner who solved the problem in the same way you did.”
Give each group tools for creating a visual display.
6–8 minutes: partner work time

Student Task Statement

Activity Synthesis

Display posters around the room.

Activity 2

15 mins

Recorrido por el salón: Grupos iguales, números mayores

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Sticky notes

Activity Narrative

The purpose of this activity is for students to see how other students solved one of the problems that involves a factor of a teen number. While students look at each other’s work, they will leave sticky notes describing why they think the answer does or does not make sense (MP3). The Activity Synthesis will look specifically at examples of how students used an area diagram to represent the problem.

MLR8 Discussion Supports. Synthesis: As students share their observations about the selected posters, annotate the poster to illustrate connections. For example, circle the factors and the product and write “factores” // “factors” and “producto” // “product” respectively.
Advances: Listening, Representing

Launch

Groups of 2
“Antes de que empiecen el recorrido por el salón, ¿qué representaciones esperan ver cuando observen el trabajo de los demás estudiantes?” // “Before you begin the Gallery Walk, what are some representations you expect to see as you look at other students’ work?” (I expect to see rectangles because some of the problems were about the area of rectangles. Base-ten blocks because we were multiplying teen numbers.)
Share responses.
Give students sticky notes.

Activity

“Mientras observan los pósteres con su compañero, discutan en qué se parecen y en qué son diferentes las ideas que se muestran en ellos. Además, dejen una nota adhesiva en la que describan por qué creen que la solución tiene o no tiene sentido” // “As you visit the posters with your partner, discuss what is the same and what is different about the thinking shown on each poster. Also, leave a sticky note describing why you think the solution does or does not make sense.”
8–10 minutes: Gallery Walk
Monitor for different uses of area diagrams to highlight, specifically:
- A fully gridded area diagram with no labels and no decomposition.
- A gridded area diagram that is decomposed into parts or labeled along the sides or in the parts of the rectangle.
- A partitioned rectangle that was drawn with no grid, but labeled with side lengths or the area of the parts of the rectangle.

Student Task Statement

Mientras observan los pósteres con su compañero, discutan en qué se parecen y en qué son diferentes las ideas que se muestran en ellos.

Student Response

to access Student Response.

Activity Synthesis

Select 2–3 posters that used a diagram to represent the problem. Discuss them in the order shown above.
For each poster, ask:
- “¿Cómo se ven los factores en el diagrama?” // “How are the factors shown in the diagram?”
- “¿Cómo se ve el producto en el diagrama?” // “How is the product shown in the diagram?”
- “¿Cómo podríamos representar esta estrategia con expresiones?” // “How could we represent this strategy with expressions?”
If no students use one of the listed representations, create one to share. For example, if no students use an ungridded diagram, display one that represents the problems and ask the same questions.

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Lesson 15

Grupos iguales, números mayores

Warm-up

Cuáles tres van juntos: Rectángulos

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Grupos iguales, números mayores

Standards Alignment

3.OA.3

3.OA.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Recorrido por el salón: Grupos iguales, números mayores

Standards Alignment

3.OA.5

3.OA.7

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

3.MD.7.c

Student Response

Advancing Student Thinking

Are You Ready for More?

Advancing Student Thinking

Are You Ready for More?

3.OA.7