The purpose of this activity is for students to solve a Put Together, Total Unknown story problem. Students were introduced to the context in a numberless story problem in the Warm-up. The purpose of the Activity Synthesis is to highlight that labels are helpful in understanding how written work represents a story problem (MP2).

The story problems throughout this section will often use fruit as a context. Keep a list of the types of fruit that students name in the Launch and consider adjusting the contexts in future story problems to incorporate the fruits that students are familiar with.

• Invite a student who created a drawing with no labels to share.
• Invite a student who created a drawing with labels to share.
• “¿En qué se parecen y en qué son diferentes las formas en las que cada uno mostró la historia?” // “What is the same and what is different about how they each showed the story?”
• “¿En qué parte de cada dibujo pueden ver las piñas y los mangos?” // “Where can you see the pineapples and mangoes in each drawing?”

The purpose of this activity is for students to solve a Put Together, Total Unknown story problem. Students are encouraged to use clear and precise language to explain how their representation shows the story problem (MP6).

• “Cuéntenle a su pareja cómo sus objetos o dibujos muestran lo que pasó en la historia” // “Tell your partner how your objects or drawings show what happened in the story.”

The purpose of this activity is for students to learn stage 1 of the Make or Break Apart Numbers center. Students roll to get a number from 4–9. They find two groups of dots on the gameboard that can be put together to make that number. Students write an expression to represent the two parts that make the number.

After they participate in the center, students choose any previously introduced stage from these centers:

• What's Behind My Back?
• 5-Frames

Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.

• Display a gameboard with a counter on 3 dots and 3 dots.
• “Diego y Tyler cubrieron estos 2 grupos de puntos para formar 6. ¿Hay otros 2 grupos de puntos que Diego y Tyler pueden cubrir para formar 6?” // “Diego and Tyler covered these 2 groups of dots to make 6. Are there 2 other groups of dots that Diego and Tyler can cover to make 6?” (4 and 2, 5 and 1)