The purpose of this activity is for students to notice there is more than one way to solve a Put Together/Take Apart, Both Addends Unknown story problem. While there are multiple possible solutions to this story problem, students are only expected to produce one solution in this activity. 

Monitor for and select students with the following approaches to share in the Activity Synthesis:

• Get out 6 objects and use different colors to indicate lime and coconut.
• Draw 6 objects and use labels or color to indicate lime and coconut.

The approaches are sequenced from more concrete to more abstract to help students make sense of different ways to solve a Put Together/Take Apart, Both Addends Unknown story problem. When monitoring for the approaches listed above, consider selecting two students for each approach so students see that this type of story problem has multiple correct solutions, regardless of the approach used. Aim to elicit both key mathematical ideas and a variety of student voices, especially students who haven't shared recently.

When students attend to the mathematical features of a situation, adhere to mathematical constraints, make choices, and translate a mathematical answer back into the context, they model with mathematics (MP4).

• Invite previously selected students to share in the given order. Record or display their work for all to see.
• Connect students’ approaches by asking:
  • “¿En qué se parecen las formas en las que sus compañeros resolvieron el problema-historia?” // “What is the same about the way they solved the story problem?” (They all showed 6 paletas in total. They all showed some lime and some coconut.)
  • “¿En qué son diferentes las formas en las que sus compañeros resolvieron el problema-historia?” // “What is different about how they solved the story problem?” (Two students used counters and two students drew pictures. They all have different answers.)
• Connect students’ approaches  to the learning goal by asking:
  • “_______ y _______ hicieron dibujos para resolver este problema-historia. ¿Por qué obtuvieron soluciones diferentes?” // “________ and _______ both made drawings to solve this story problem. Why did they get different answers?” (One person started by making 3 lime paletas so the last 3 paletas were coconut. The other person made 1 lime paletas so the rest of the paletas were coconut.)
• “Este tipo de problema-historia tiene más de una solución. Veamos cómo quedaría cada solución con números" // “For this type of story problem, there is more than one answer. Let’s see what each answer would look like with numbers.”
• Record each student’s solution with an equation that begins with the total, for example  . Say, “Había 6 paletas. 3 eran paletas de coco y 3 eran paletas de lima. Podemos escribir esto así: 6 es 3 más 3” // “There were 6 paletas. 3 of them were coconut paletas and 3 of them were lime paletas. We can write that as 6 is 3 plus 3.”

The purpose of this activity is for students to solve a Put Together/Take Apart, Both Addends Unknown story problem. In the Activity and Lesson Synthesis, students discuss different ways to show the 2 groups and how showing the 2 groups clearly helps you answer the questions (MP2).

• Draw 7 circles with no labels.
• “Elena dibujó 7 círculos para mostrar las granadas de Kiran” // “Elena drew 7 circles to show Kiran’s pomegranates.”
• Invite a student who created a drawing with labels to share.
• “¿Cuál dibujo les ayuda a ver lo que pasa en la historia? ¿Por qué?” // “Which drawing helps you see what happens in the story? Why?” (In the second drawing we can just see which ones are on the shelf and which ones are in the basket, so it helps us to see the story. The circles with "sh" are the pomegranates on the shelf.)
• Record each student’s solution with an equation that begins with the total. For example:
  • Write and say, “Había 7 granadas. 3 estaban en la repisa y 4 estaban en la cesta. Podemos escribir eso como 7 es 3 más 4” // “There were 7 pomegranates. 3 of them were on the shelf and 4 of them were in the basket. We can write that as 7 is 3 plus 4.”

The purpose of this activity is for students to learn stage 3 of the Math Stories center. Students tell and represent Put Together/Take Apart, Both Addend Unknown story problems based on the picture. One student chooses a picture and tells a story that involves composing or decomposing the collection of images. Their partner uses objects or drawings to represent the story. Then students switch roles and use the same picture to tell a different story. After telling two stories about the same picture, students choose another picture and repeat. 

• Invite students to share 2 different Put Together/Take Apart, Both Addends Unknown stories about the same picture.
• “¿Hay otras historias que podamos contar acerca de esta imagen?” // “Are there any other stories that we can tell about this picture?”