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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to think about what they need to know to solve two-step word problems. Students choose numbers that make sense together to complete the problem from the Warm-up. They articulate relationships between the quantities in the problem to justify their number choices. If students quickly find a combination of numbers that work, encourage them to see if there are other possibilities or to write a completed situation with the numbers they have chosen.

Students who do not choose a matching set of numbers quickly make sense of and persevere in solving the problem as they consider the relationship between the different quantities and the restrictions those relationships put on which numbers can describe the situation (MP1).

Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including the tools they will use, for completing the chart. If time allows, invite students to share their plan with their partner before they begin.
Supports accessibility for: Conceptual Processing, Organization

Launch

Groups of 2 and 4
Keep the situation from the Warm-up displayed.
“Suppose the boxes the farmer packs are all the same size. They all have the same number of apples."

Activity

“A list of numbers is shown in the activity. Work with your partner to choose 4 numbers that would make sense together in this situation. If you find one combination of numbers that works, you can look for other combinations.”
8–10 minutes: partner work time
Groups of 4
“Share with another group of students how your number choices make sense.”
2–3 minutes: small-group discussion

A farmer picked some apples. Some of the apples are packed into boxes and some are not.

From the list, choose 4 numbers that would make sense together in this situation. Write your choices in the table. Be ready to explain how your numbers make sense together.

List of numbers: 400, 300, 240, 12, 350, 290, 230, 10, 340, 280, 170, 5.

total number of apples	number of apples not in boxes	number of boxes	number of apples in each box

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Display this partially completed row in the table, such as:

total number of apples number of apples not in boxes number of boxes number of apples in each box

200 152 8
“If you were given this information, how would you find the number of apples in each box?” (I could subtract 152 from the total of 200 and divide the answer by 8.)
“What equation can we write to represent the situation in this example? Let’s use a letter for the quantity that we don’t know.”
1 minute: quiet think time
Record equations that students wrote. Examples:

total number of apples	number of apples not in boxes	number of boxes	number of apples in each box
200	152	8

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to represent a problem with an equation using a letter for the unknown quantity and solve the problem. Students should be encouraged to use whatever strategy or representation makes sense to them.

The Activity Synthesis focuses on student thinking for the first problem. Students might represent the situation with:

A tape diagram or an area diagram.
An equation that uses multiplication.
An equation that uses division.

If students struggle to get started on a problem, encourage them to create a drawing or diagram. Students may also represent the situation or solve the problem before writing an equation if that makes more sense to them. While this activity is focused on independent practice, students can discuss with a partner if needed.

MLR8 Discussion Supports. Prior to solving the problems, invite students to make sense of the situations. Monitor and clarify any questions about the context.
Advances: Reading, Representing

Launch

“Now we’re going to solve some problems about an event at the apple orchard.”
Survey the class on their familiarity with events or activities at farms or orchards.
If students are familiar, ask: “What are some things you might see or do at a farm or an orchard?”
If students are unfamiliar, share some activities that might take place at an orchard. Consider showing some images of a market or an event at an orchard.
1–2 minutes: partner discussion
Share responses.

Activity

8–10 minutes: independent work time
Monitor for:
- A variety of strategies students use to solve or represent each problem.
- Lingering questions or common misconceptions and how students overcome them.
Consider asking:
- “How could you represent that?”
- “What information do you know that might help you?”

Tyler and Clare are helping with a festival at an apple orchard.

Tyler is stacking apples to sell at the event. There are 85 apples for his display. He has already made 5 rows of 10 apples. How many apples are left?
1. Write an equation with a letter for the unknown quantity to represent this situation.
2. Solve the problem. Explain or show your reasoning.
Clare is helping sell baked goods at the event. A customer buys 8 brownies that cost \$3 each. Clare adds that money to the cash box. Now there is \$125 in the cash box. How much money was in the cash box before that purchase?
1. Write an equation with a letter for the unknown quantity to represent this situation.
2. Solve the problem. Explain or show your reasoning.
The market at the orchard had 200 jars of applesauce for sale. At the end of the event, 184 jars had been sold. The rest of the jars were shared equally among 4 people who work there. How many jars of applesauce did each person get?
1. Write an equation with a letter for the unknown quantity to represent this situation.
2. Solve the problem. Explain or show your reasoning.

Student Response

to access Student Response.

Advancing Student Thinking

If students say they aren’t sure how to get started on a problem, consider asking:

“What is the problem about?”
“How could you represent the problem?”

Activity Synthesis

Select students who used different strategies to share their responses and reasoning for each problem.

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Lesson 21

Solve Problems Using the Four Operations

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

3.OA.D.8

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

3.OA.D.8

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Student Section Summary

Standards Alignment

Building On

Addressing

Building Toward

3.OA.D.8