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Activity 1

15 mins

Receta de pan de banano

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to use their understanding of multiplication of a unit fraction by a whole number to solve problems. Students use what they know to find the product when given the factors and to find the factors when given the product. This reinforces the idea that any fraction is a multiple of

Students may interpret quantities greater than 1 as a combination of whole numbers and fractions (for example, cups as 1 whole cup and cup) or express them as mixed numbers (such as ). Both are acceptable. If possible, ask students whether and express the same amount, but it is not necessary to discuss the term “mixed number” at this point. (Students will be introduced to mixed numbers in upcoming lessons.)

Launch

Groups of 2
“¿Alguna vez han usado una receta para preparar algo? ¿Qué hay en una receta?” // “Have you followed a recipe to make something before? What is in a recipe?” (A list of ingredients, amounts of each, and instructions for putting the ingredients together.)
“Si tienen una receta para 5 porciones o para 5 personas, pero necesitan preparar una mayor cantidad, ¿qué harían?” // “If a recipe is for 5 servings or 5 people, but you need more than that, what would you do?” (Adjust the amounts of the ingredients.)
“En general, decimos que con las cantidades que aparecen en una receta preparamos ‘1 tanda’” // “We often refer to the amounts specified in a recipe as ‘1 batch.’”
“¿Qué significa preparar 2 tandas de una receta?” // “What might it mean to make 2 batches of a recipe?” (Make twice as much, or need twice the ingredients.)

Activity

“En silencio, trabajen unos minutos en la actividad. Luego, discutan con su compañero cómo pensaron” // “Take a few quiet minutes to work on the activity. Then discuss your thinking with your partner.”
5 minutes: independent work time
5 minutes: partner work time
Monitor for students who discuss:
- How each quantity in Monday’s table will be multiplied by 2.
- How each quantity in Tuesday's table needs to be multiplied by 4 because the amount of butter tells us that the number of batches is 4.

Student Task Statement

En una panadería preparan pan de banano. Esta es la lista de ingredientes de la receta para preparar 1 tanda:

Ingredientes:

1 banano
de taza de mantequilla
cucharaditas de bicarbonato de sodio
de taza de azúcar
2 huevos grandes
tazas de harina común

El lunes prepararon 2 tandas de pan de banano en la panadería. Completa la tabla para mostrar la cantidad que se usó de cada ingrediente.

Pan de banano del lunes

ingrediente	expresión	cantidad del ingrediente
bananos		_______
mantequilla		_______ taza(s)
bicarbonato de sodio		_______ cucharadita(s)
azúcar		_______ taza(s)
huevos		_______
harina		_______ taza(s)

El martes necesitaron tazas de mantequilla para hacer suficiente pan de banano para el día. ¿Cuántas tandas prepararon el martes? Explica o muestra tu razonamiento.

Receta:

1 banano
de taza de mantequilla
cucharaditas de bicarbonato de sodio
de taza de azúcar
2 huevos grandes
tazas de harina común

Teniendo en cuenta el número de tandas que prepararon el martes, completa la cantidad de cada ingrediente en la tabla.

Pan de banano del martes

ingrediente	expresión	cantidad del ingrediente
bananos		_______
mantequilla		tazas
bicarbonato de sodio		_______ cucharadita(s)
azúcar		_______ taza(s)
huevos		_______
harina		_______ taza(s)

Activity Synthesis

Display the table for Monday and ask students to share responses. Record their responses for all to see.
“¿Cómo cambia el numerador en las cantidades de cada uno de los ingredientes?” // “How is the numerator changing in each of the ingredients?” (It is multiplied by 2 in each problem.)
“¿Por qué el denominador es diferente en las cantidades de todos los ingredientes?” // “Why is the denominator different in all of the ingredients?” (A different unit and a different unit fraction are used to measure each ingredient.)
Ask students to share the expressions for the ingredients in the table for Tuesday. Record each expression and its value as an equation:
“¿Por qué hay dos cantidades de ingredientes que no están en forma de fracción?” // “Why are two of the ingredients not in fraction form?” (They have whole-number units.)

Activity 2

20 mins

¿Cuánta leche se usó?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Chart paper

Activity Narrative

In this activity, students are presented with descriptions of situations and equivalent multiplication expressions. They match each description to an expression that could represent the situation and see that more than one expression can be used, depending on how they interpret the situation. Likewise, students find that one expression can be used to represent different descriptions (MP2).

Students discuss their matching decisions, analyze how the expressions are related, and consider revising the matches they made, if appropriate. When students discuss and justify their decisions they are creating viable arguments and critiquing one another’s reasoning (MP3).

MLR7 Compare and Connect. Synthesis: Lead a discussion comparing, contrasting, and connecting the different representations. Ask: “¿Cómo se ve la situación en la representación?” // “How does the situation show up in the representation?” “¿Qué tienen en común todas estas representaciones?” // “What do each of these representations have in common?” and “¿En qué son diferentes?” // “How are they different?”
Advances: Representing, Conversing

Engagement: Develop Effort and Persistence. Invite students to generate a list of shared expectations for the group work in this activity. Record responses on a display and keep visible during the activity.
Supports accessibility for: Social-Emotional Functioning

Launch

Groups of 2
Read the first problem aloud to students.
“Compartan con su compañero la expresión que escogieron” // “Share the expression you selected with a partner.”
Students may select any of the expressions because each is equivalent to . If this happens, ask: “¿Alguna expresión parece representar la situación mejor que las demás?” // “Does one expression seem to represent what is happening in the situation better than others?” ()

Activity Synthesis

See the Lesson Synthesis.

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Lesson 6

Problemas con grupos iguales de fracciones

Warm-up

Verdadero o falso: Dos y tres factores

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Activity

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Advancing Student Thinking

Are You Ready for More?

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Activity 1

Receta de pan de banano

Standards Alignment

4.NF.4.a

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

¿Cuánta leche se usó?

Standards Alignment

4.NF.4.b

Instructional Routines

Materials

Activity Narrative

Launch

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

4.NF.4.b

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?