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Activity 1

20 mins

Diseña tu propia huerta

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes or two-color counters

Tools for creating a display

Activity Narrative

The purpose of this activity is for students to count out groups of objects and draw out groups of images in the context of planning a garden. Students decide which types of vegetables to include in their garden, how many of each vegetable, and how to arrange the vegetables. When students model a situation using a representation such as a drawing and consider assumptions about information not given in a situation, they model with mathematics (MP4).

Launch

Groups of 2
Give each student tools for making a visual display and access to connecting cubes or counters.
“Antes de que un jardinero siembre los vegetales en una huerta, primero debe planear la huerta. ¿Qué cosas creen que necesita saber?” // “Before a gardener plants vegetables in a garden, they plan the garden first. What kind of things do you think they need to decide?” (which vegetables they are going to plant, where they are going to put the vegetables, how many of each vegetable they need)
30 seconds: quiet think time
1 minute: partner discussion
Share and record responses.

Activity

Read the Task Statement.
10 minutes: independent work time

Student Task Statement

Siembra hasta 20 vegetales.
Usa objetos, dibujos, números o palabras.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“Cuando diseñaron su huerta, ¿pusieron juntos los mismos tipos de vegetales o los separaron? ¿Por qué?” // “When you designed your garden, did you keep all of the same kinds of vegetables together or did you spread them out? Why?” (I kept them all together so it's easier to pick them. I kept them all together so I can see how many there are. I put the carrots all along the outside because I thought that they would look pretty.)

Activity 2

20 mins

Lista de compras para la huerta

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to count groups of images and practice writing numbers 1‒20. Students use the gardens they designed in the previous activity to create a shopping list in which they include the type and number of seeds needed to plant their vegetable garden. As students use their model to determine how many of each type of seed they need, they think about the real-world implications of their model (MP4).

Launch

Groups of 2
“En la actividad anterior, planeamos nuestra huerta de vegetales. Ahora debemos hacer una lista de compras. ¿Qué tipo de información necesitamos para nuestra lista de compras?” // “In our last activity, we planned our vegetable gardens. Now we need to make a shopping list. What kind of information do we need for our shopping list?” (We need to know which vegetables to buy and how many of each.)
If needed, ask, “¿Qué cosas necesitamos para cultivar vegetales?” // “What things do we need to grow vegetables?” or say, “Los vegetales crecen de las semillas" // “Vegetables grow from seeds.”
30 seconds: quiet think time
Share responses.

Activity

“Muéstrenle a su compañero su presentación. Hagan una lista de compras que muestre cuántas semillas necesitan sembrar en la huerta que planearon. Asegúrense de escribir números para mostrar cuántas semillas de cada vegetal necesitan” // “Work with your partner. Show them your display and make a shopping list to show how many vegetable seeds you need to plant the vegetable garden that you planned. Be sure to write numbers to show how many of each type of vegetable seed you need.”
10 minutes: partner work time

Student Task Statement

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Invite 3 students to share their garden designs with the class.
Separately display the shopping lists that each student made.
“¿Cuál lista de compras corresponde a cuál huerta? ¿Qué información en el diseño les ayudó a descubrirlo?” // “Which shopping list matches which garden? What information in the design helps you figure that out?” (I can see that there are 4 carrots because they drew 4 carrots and wrote the number 4. That matches this shopping list because they wrote that they need to buy 4 carrot seeds.)

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Lesson 13

Diseñemos una huerta (Optional)

Warm-up

Observa y pregúntate: Huerta de vegetales

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Diseña tu propia huerta

Standards Alignment

K.CC.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Lista de compras para la huerta

Standards Alignment

K.CC.3

K.CC.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

K.CC.5

Are You Ready for More?