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used three to mail letters. How many
stamps does Masha have left? (The
Stamp, 2017)
2. Ask the students to solve the word
problem in groups illustrating the mental
steps they will take as they solve it using
the Worksheet for Task One in the
Appendix and scratch paper (as needed)
(10 min)
3. Teacher checks in with groups to make
sure they understand that they need to
use two different operations to solve the
word problem (time included in previous
10 min)
4. Explain one possible way of illustrating
the solution (4 min):
We can visualize the problem with a bar diagram:
2 units = 120
1 unit = 60
60 - 3 = 57
Masha had 57 stamps left. (The Stamp, 2017)
Second Task:
ii. Describe the second task (3 min)
1. The problem will require students to
understand the concept of using
variables to represent unknown
quantities. This means that you will need
to explain this concept after describing
the second task.
a. The word variable is a fancy
word mathematicians, people
who do math for a job, use to
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describe a number that they do
not know already. For example,
if youre given a math problem
that you dont know the answer
to, such as 789*345, you would
use a variable to represent the
answer to this math problem.
When youve solved the
problem, you would replace the
variable with the answer because
now you know the answer. In
this task, you dont know how
much money Mrs. Moores class
still needs to earn to pay for
their class trip. Because you
dont know how much, you can
represent this value with a
variable. Once you find out, you
can replace that variable with
your answer.
2. Mrs. Moores third grade class wants to
go on a field trip to the science museum.
The cost of the trip is $245. The class
can earn money by running the school
store for 6 weeks. The students can earn
$15 each week if they run the store.
a. How much more money does
the third grade class still need to
earn to pay for their trip?
b. Write an equation to represent
this situation. (The Class,
2017)
3. Ask the students to solve the word
problem in groups illustrating the mental
steps they will take as they solve it using
the Worksheet for Task Two found in
the appendix and scratch paper (as
needed) (10 min)
4. Teacher checks in with groups to make
sure they understand that they need to
use two different operations to solve the
word problem (time included in previous
7 min)
5. Explain one possible way of illustrating
the solution (4 min):
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We can start by finding out how much money the students can make at
the store:
615=610+65=60+30=90
Since
24590=155, the students still need $155 dollars for the field trip.
We can let n stand for the amount of money they still need. We know that
the amount they can make at the store is 615 and the amount they need
to raise is 245, so one equation is
245615=n
Another possible equation is
615+n=245 (The Class, 2017)
c. Debrief in pairs aloud (teacher asks question, each
student in the pair shares their answer) with questions
below (5 min)
i. These are sample questions that may provide for
a sufficient debrief, not all of them need to be
discussed.
ii. Make sure this discussion is only 5 min long as
you need time for exit cards.
Debrief Sample questions: What did you enjoy about this lesson and why? What
would you change and why? Can you share a situation in everyday life
where you might you use these methods? Are there other relationships
between addition, subtraction, multiplication, and/or division that we
might not have mentioned?
Exit Cards What is your main takeaway from this lesson? (2 min)
Sources Cited The class trip. (2017). Retrieved October 22, 2017, from Illustrative
Mathematics website:
https://www.illustrativemathematics.org/content-
standards/3/OA/D/8/tasks/1301
The stamp collection. (2017). Retrieved October 22, 2017, from Illustrative
Mathematics website:
https://www.illustrativemathematics.org/content-
standards/3/OA/D/8/tasks/13
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Appendix
Worksheet for Task One
Situation: Masha had $120$ stamps. First, she gave her sister half of the stamps and then she used three to
mail letters.
Question: How many stamps does Masha have left?
Use the bar diagrams below to help you answer the Question:
Source: www.illustrativemathematics.org/content-standards/3/OA/D/8/tasks/13
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Worksheet for Task Two
Situation: Mrs. Moores third grade class wants to go on a field trip to the science museum.
The cost of the trip is $245.
The class can earn money by running the school store for 6 weeks.
The students can earn $15 each week if they run the store.
Part 1: How much more money does the third grade class still need to earn to pay for their trip?
Part 2: Write an equation to represent this situation. (There are several possible equations.)
Figuring out your answers to these will help you answer both parts of the Question.
Source: https://www.illustrativemathematics.org/content-standards/3/OA/D/8/tasks/130