The purpose of this activity is for students to connect representations to story problems. Students look at two drawings and determine whether they both show solutions to a Put Together/Take Apart, Both Addends Unknown story problem. In the Activity Synthesis, students work with their partner to find another possible solution to the given story problem, which will be useful when they find more than one way to solve a Put Together/Take Apart, Both Addends Unknown story problem in the next activity.

When students describe how the diagrams represent the story problem, they reason abstractly and quantitatively (MP2).

• “There is more than 1 way to solve the story problem.”
• “Which drawing makes it easier to tell how many satsumas and how many grapefruits there are?” (It is easier to see in Diego’s drawing because he wrote numbers.)
• “Diego wrote numbers to show how many satsumas and how many grapefruits Han has.”
• “Work with your partner to show another solution for the story problem. Be sure to include numbers to show how many satsumas and how many grapefruits.”
• Reread the Task Statement.
• “Show your thinking using objects, drawings, numbers, or words.”
• 3 minutes: partner work time
• “Write an expression to show how many satsumas and how many grapefruits there are.”
• 1 minute: independent work time

The purpose of this activity is for students to solve a Put Together/Take Apart, Both Addends Unknown story problem about dates stuffed with cheese or almonds in more than one way. In the Activity Synthesis, students share their solutions. As students share, record their drawings and solutions systematically, as shown:

• 1 cheese, 7 almond
• 2 cheese, 6 almond
• 3 cheese, 5 almond
• 4 cheese, 4 almond
• 5 cheese, 3 almond
• 6 cheese, 2 almond
• 7 cheese, 1 almond

Only record solutions that students find for the problem. Leave an empty space if a combination isn’t shared.

In the Lesson Synthesis, students discuss whether a solution of 3 dates stuffed with cheese and 5 dates stuffed with almonds is the same solution as 5 dates stuffed with cheese and 3 dates stuffed with almonds. The purpose of the question is for students to think about and discuss what decompositions of numbers mean in context (MP2, MP6). There is no correct answer to the question. Some students may determine that both solutions are the same because they both showed 5 and 3. Other students may determine that the solutions are different because there are different numbers of dates stuffed with cheese and dates stuffed with almonds (MP3).

• Invite students to share their solution or solutions they found during the Gallery Walk. Record student solutions as explained in the activity narrative.
• “What do you notice? What do you wonder?” (2 and 6 are there but not 6 and 2. When it’s 4 and 4, there are the same number of cheese dates and almond dates. The first numbers are getting bigger and the second numbers are getting smaller.)
• “Are there any other ways that we can solve the problem? What makes you think that?”
• Record each student solution with an equation.

The purpose of this activity is for students to choose from activities that offer practice composing, decomposing, adding, and subtracting numbers.

Students choose any previously introduced stage from these centers:

• What’s Behind My Back?
• 5-Frames
• Make or Break Apart Numbers
• Math Stories

• “When we work in centers, it is fun to share our ideas but we also need to listen to our partner’s ideas. Which did you like better: telling your own story or listening to your partner’s story?”
• “What can you do to make sure that you are a good listener when playing in centers?”