Domain: Operations and Algebraic Thinking Standard Code: 3.OA.1; 3.OA.3
DUAL IMMERSION- SPANISH
Activity Title: Grandma’s Garden/ El jardín de la abuela
Teacher Name: Paulina Reyna
Adapted from: Smith, Margaret Schwan, Victoria Bill, and Elizabeth K. Hughes. “Thinking Through a Lesson Protocol: Successfully Implementing High-Level Tasks.”
Mathematics Teaching in the Middle School 14 (October 2008): 132-138.
PART 1: SELECTING AND SETTING UP A MATHEMATICAL TASK
Standard/Estandar:
What are your mathematical goals for
Students will understand that multiplication is combining equal groups of objects.
the lesson? (i.e., what do you want
students to know and understand about Students will find the missing number if objects in group within the total amount.
Students will make an array to find the missing number.
mathematics as a result of this lesson?)
El estudiante entenderá que multiplicar es una combinación de un grupo de objetos.
El estudiante buscara y encontrara el número que falta para solucionar el problema.
El estudiante utilizara un diagrama para resolver el problema.
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What are your expectations for
students as they work on and
complete this task?
What resources or tools will
students have to use in their
work that will give them
entry into, and help them
reason through, the task?
How will the students work—
independently, in small groups, or
in pairs—to explore this task?
How will students record and
report their work?
Vocabulary/Vocabulario:
Multiplicar hileras
diagrama
columnas
producto
factores
Grouping/Grupos:
Students will work in cooperative learning groups, “Think-Pair-share” can be utilized during this task.
Record and Report: Small oral presentation using their journal to demonstrate findings.
How will you introduce students to the
activity so as to provide access to all
students while maintaining the
cognitive demands of the task?
GO MATH! Grade 3 Houghton Mifflin Harcourt; Chapter 3 Lesson 5
Launch: La abuelita de Miguel viene a visitar a Miguel para sus vacaciones. A ella le encanta EUU
pero siempre extraña su jardín. Ha sí que Miguel la sorprenderá con un pequeño jardín de vegetales
que él lo sembrara en el patio.
Explore: (Review/Prior Knowledge) Utiliza unas de las estrategias que has aprendido para responder
las preguntas.
Estrategias: Hacer un dramatización
Usar objetos e manipuleo.
Hacer un diagrama o matriz
Task/Ejercicio:
Miguel sembró 2 hileras de tomate. También sembró 3 hileras de calabaza. Miguel sembró 23 plantas
en total.
¿Cuántas plantas de tomates Miguel planto en cada hilera de tomate?
¿Cuántas plantas de calabazas Miguel planto en cada hilera de calabaza?
¿Cuántas plantas de calabaza más que tomateras sembró Miguel?
Debrief:
Haz un diagrama o matriz para mostrar cuantas plantas sembró Miguel. Justifica porque tu respuesta
es correcta.
¿Qué estrategias fueran las que usaste?
PART 2: SUPPORTING STUDENTS’ EXPLORATION OF THE TASK
Tools/Materiales:
As students work independently or in
small groups, what questions will you
Graph paper, pencil, cubes
ask to—
Papel grafico, lápiz, cubitos
 Help a group get started or make
Getting started: Explica o justifica tú respuesta.
progress on the task?
Demuéstrame…
 focus students’ thinking on the
Haz un dibujo…
key mathematical ideas in the
¿Que significa esto?...
task?
 assess students’ understanding of
key mathematical ideas, problem- Assessment: Students must show their work and be able to explain their thinking behind the array,
drawing or algorithm.
solving strategies, or the
representations?
 advance students’ understanding Students will be able to justify their answer.
of the mathematical ideas?
How will you ensure that students
remain engaged in the task?
 What assistance will you give or
what questions will you ask a
student (or group) who becomes
quickly frustrated and requests
more direction and guidance is
solving the task?
 What will you do if a student (or
group) finishes the task almost
immediately? How will you
extend the task so as to provide
additional challenge?
Monitor groups as they explore. Offer suggestions if necessary.
Early finisher options:
El día siguiente, Miguel sembró otras 3 hileras de plantas de zanahoria. En total, hay 41 plantas
en su jardín. ¿Cuántas plantas de zanahorias sembró Miguel?
Students are engaged and, actively participating, and able to justify
PART 3: SHARING AND DISCUSSING THE TASK
Do you see a connection between…
How will you orchestrate the class
Following the activity, students will come together and debrief as a class.
discussion so that you accomplish your
Present solutions and justify their thinking.
mathematical goals?
 Which solution paths do you want
1. ¿Cual estrategia utilizaste para encontrar la respuesta? Explica.
to have shared during the
2. ¿Hay una relación entre sumar y multiplicar?
class discussion? In what order will
3. Justifica tu respuesta.
the solutions be presented? Why?
 What specific questions will you ask
Task extensión/Extender el ejercicio:
so that students will—
Miguel le gustaría diseñar su jardín en un rectángulo. ¿Puede Miguel plantar un jardín
1. make sense of the
rectangular si los tomates necesitan un pie de tierra, las zanahorias medio pie, y las calabazas
mathematical ideas that you
un pie por cada planta? Diseña el jardín.
want them to learn?
2. expand on, debate, and question
the solutions being shared?
3. make connections among the
different strategies that are
presented?
4. look for patterns?
5. begin to form generalizations?
What will you see or hear that lets you
know that all students in the class
understand the mathematical ideas that
you intended for them to learn?
El jardín de la abuela
Miguel sembró 2 hileras de tomate. También sembró 3 hileras de
calabaza.
Miguel sembró 23 plantas en total.
¿Cuántas plantas de tomates Miguel planto en cada hilera de tomate?
¿Cuántas plantas de calabazas Miguel planto en cada hilera de calabaza?
¿Cuántas plantas de calabaza más que tomateras sembró Miguel?