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Launch

Groups of 2
Display the image.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time

Activity

“Discuss your thinking with your partner.”
1 minute: partner discussion

Student Task Statement

How many cranes are there in the image?

A collection of birds made by folding small pieces of paper.

Record an estimate that is:

too low	about right	too high

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity 1

10 mins

Story Problems about Origami

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes in towers of 10 and singles

Activity Narrative

The purpose of this activity is to solve Compare story problems with unknowns in all positions and Add To/Take From, Start Unknown problems. Students show their thinking in any way they choose including drawings, numbers, words, or equations (MP2).

Launch

Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
“Another craft that lots of people enjoy is origami. Origami is the art of folding paper. There are lots of different things you can make. You are going to solve some problems about origami that Clare and her classmates made.”

Activity

Read the Task Statement.
8 minutes: partner work time

Student Task Statement

Show your thinking using drawings, numbers, or words.

Clare made some cranes.
She gives 12 of them to Han.
Now Clare has 7 cranes left.
How many cranes did she make?
Tyler made 15 butterflies.
Jada made 9 fewer butterflies than Tyler.
How many butterflies did Jada make?
Elena made some red flowers.
Then she made 12 blue flowers.
Now she has 18 flowers.
How many red flowers did she make?
Mai made 8 frogs.
Diego made 17 frogs.
How many more frogs did Diego make than Mai?

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

“Now, you will make posters of your work and do a Gallery Walk.”

Activity 2

25 mins

Gallery Walk: Write Equations

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 analyze the work of their classmates and write equations to show how they made sense of one anothers' thinking. During the Synthesis, students discuss how different representations and equations can match the same story problem. When students share connections between different representations and the story problems, they reason abstractly and quantitatively (MP2).

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory, Organization

Launch

Groups of 2
Give each group tools for creating a visual display.
Assign each group a problem from the previous activity.

Activity

“With your partner, create a visual display that shows your thinking about the problem. You may want to include details, such drawings, numbers, or words to help others understand your thinking. Do not write equations.”
5 minutes: partner work time
“Now we will have a gallery walk to look at each other's work. As you visit each poster write an equation that matches how the group represented their thinking. You may write more than one equation for some of the problems.”
10 minutes: Gallery Walk

Student Task Statement

Write an equation that matches your classmates' work for each story problem.

Equation: ________________________________
Equation: ________________________________
Equation: ________________________________
Equation: ________________________________

Student Response

to access Student Response.

Activity Synthesis

For each story problem, display the posters students created to represent it and invite students to share the equations they wrote.
“How are the representations on the posters and the equations we shared for this problem the same? How were they different?” (Some show using addition to solve and some show subtraction. They all find the same answer. Some show each object and some use numbers to represent how many objects.)

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Unit

Lesson

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Language

Audience

Assessment Access

Lesson 15

Write Equations for Story Problems

Warm-up

Estimation Exploration: Paper Cranes

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Story Problems about Origami

Standards Alignment

1.OA.1

1.OA.6

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 2

Gallery Walk: Write Equations

Standards Alignment

1.OA.1

1.OA.6

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

1.NBT.1

Advancing Student Thinking

Are You Ready for More?