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Activity 1

25 mins

Un día en la feria

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Tools for creating a display

Activity Narrative

The purpose of this activity is for students to put together their knowledge of problem solving, measurement topics (time, weight, and liquid volume), and equal groups to solve a variety of problems about a day at the fair. After solving problems, students create a poster about the day.

Students should feel free to display their work in creative ways while making sure that the mathematical thinking on each problem is made clear. If they want, students could create individual posters rather than working with a partner.

Throughout the activity, students reason abstractly and quantitatively as they interpret the different problems and situations, represent them, and find solutions (MP2).

Launch

Groups of 2
“Vamos a resolver problemas sobre un día en la feria. ¿Qué cosas podrían hacer un día que visiten una feria?” // “We’re going to solve some problems about a day at the fair. What are some things you could do during a day at the fair?” (Go on rides, walk around, play games, look at some of the animals.)
30 seconds: quiet think time
Share responses.
Give each group tools for creating a visual display.

Activity

“Con su compañero, resuelvan cuatro problemas sobre el día en la feria. Pueden escoger algunas de las actividades de la feria” // “Work with your partner to solve four problems about a day at the fair. You’ll get to choose some of the activities at the fair.”
“Luego, hagan un póster que muestre su razonamiento matemático y sus soluciones a cada problema” // “Then, create a poster that shows your mathematical reasoning and solutions for each problem.”
“Pueden ser creativos en la forma de poner sus ideas en el póster, pero asegúrense de organizarlas para que los demás puedan entenderlas fácilmente” // “Feel free to be creative in how you put your ideas on your poster, but make sure to organize them so that they are easy for others to understand.”
25 minutes: partner work time

Student Task Statement

Pasaste un día en una feria. Resuelve 4 problemas sobre tu día y haz un póster que muestre tu razonamiento y tus soluciones.

¡Llegaste a la feria!

La entrada a la feria cuesta $9 por persona. Fuiste con otras 6 personas. ¿Cuánto le costó a tu grupo entrar a la feria?
¿Cómo comenzaste el día? (Escoge una actividad).

Llegaste a donde pesaban calabazas gigantes a las 11:12 a.m. y te fuiste a las 12:25 p.m. ¿Cuánto tiempo estuviste allí?

Pasaste 48 minutos en el carnaval y te fuiste a las 12:10 p.m. ¿A qué hora llegaste al carnaval?
¿A dónde fuiste después? (Escoge una actividad).

Visitaste un corral que tenía 7 ovejas. Juntas, ellas beben 91 litros de agua al día. Cada oveja bebe aproximadamente la misma cantidad. ¿Qué cantidad de agua bebe cada oveja al día?

Fuiste a ver una escultura de una vaca de tamaño real hecha de mantequilla. La vaca de mantequilla pesa 273 kilogramos y esto es 277 kilogramos menos que el peso de la vaca real. ¿Cuánto pesa la vaca real?
Antes de ir a casa jugaste algunos juegos.

En el juego de explotar globos, había 72 globos organizados en 9 filas iguales. ¿Cuántos globos había en cada fila?

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Invite students to share what they liked most about doing this activity.
Display the student posters around the room.

Activity 2

10 mins

Recorrido por el salón: Un día en la feria

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from a previous activity

Activity Narrative

The purpose of this activity is for students to consider strategies different from their own (MP3) and aspects of student work that make mathematical ideas clear as they visit the posters created in the previous activity.

MLR7 Compare and Connect. Synthesis: After the Gallery Walk, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “¿Qué tenían en común las estrategias?” // “What did the approaches have in common? “¿En qué eran diferentes?” // How were they different? “¿Por qué al usar distintas estrategias obtuvimos el mismo resultado?” // Why did the different approaches lead to the same outcome?” To amplify student language and illustrate connections, follow along and point to the relevant parts of the displays as students speak.
Advances: Representing, Conversing

Action and Expression: Develop Expression and Communication. Synthesis: Identify connections between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: Conceptual Processing

Launch

Groups of 2

Activity

Have half the students stand at their poster with their partner to share their ideas or answer questions as the other students visit their posters.
Have the other half of the class visit their classmates’ posters with their partner.
5 minutes: partner work time
Switch student roles and repeat.

Student Task Statement

Cuando vayas a ver los pósteres con tu compañero:

Busca un problema que haya sido resuelto con una estrategia distinta a la tuya. ¿Qué fue diferente? Describe la estrategia.
Presta atención a lo que hicieron tus compañeros para que sus ideas y su trabajo matemático fueran más claros para ti. Describe al menos 3 cosas que ellos hicieron o mostraron en sus pósteres.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“Hoy analizamos pósteres que recogen muchas de las habilidades para resolver problemas que hemos aprendido durante el año” // “Today we analyzed posters that put together a lot of the problem-solving skills we have been learning all year.”
Invite students to share what they liked about making the posters and doing the Gallery Walk.

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Settings

Language

Audience

Assessment Access

Lesson 15

Maneras de resolver problemas y de mostrar soluciones

Warm-up

Conversación numérica: Dividamos entre 8

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Un día en la feria

Standards Alignment

Building On

Addressing

3.MD.1

3.MD.2

3.OA.3

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 2

Recorrido por el salón: Un día en la feria

Standards Alignment

Building On

Addressing

3.MD.1

3.MD.2

3.OA.3

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

Building On

Addressing

3.OA.7

Building Toward

Are You Ready for More?