Lesson 15

The purpose of this warm-up is to draw students’ attention to story contexts, which will be useful when students make story problems about fruit in a later activity.

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time

• “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Share and record responses.

• “What are some other situations that involve fruit?” (shopping for fruit, paleta flavors, fruit in baskets and on shelves, people and animals picking and eating fruit, fruit that comes in more than one color, making juice, growing fruit)

The purpose of this activity is for students to generate Put Together/Take Apart, Both Addends Unknown story problems involving fruit.

In the activity synthesis, students select at least one problem to share with a different group in preparation for the next activity.

• Each group of 2 needs 1 connecting cube.

• Groups of 2
• Give each group of students a number mat, a connecting cube, and access to two-color counters.
• Display the student page and number mat.
• “We’re going to tell math stories using two different kinds of mats. What do you notice?” (One mat has pictures of fruit and the other has numbers.)
• 30 seconds: quiet think time
• Share responses.
• “I will roll the cube onto the fruit mat. This tells me which fruit to tell a story about.”
• “I will roll the cube onto the number mat. This tells me how many pieces of fruit I have altogether.”
• Demonstrate telling a Put Together/Take Apart, Both Addends Unknown story problem with the class. Keep the example displayed as students work.
• “You will tell story problems about fruit. First, roll the cube to find out your fruit and your number. Then tell a story about that many pieces of fruit without telling how many of each kind of fruit there are. The questions in your story should ask about how many of each type there could be. You can write words or draw pictures to help you remember the story problem that you create.”

• 5 minutes: independent work time

• “Tell your partner your story problem.”
• 1 minute: partner discussion
• “Solve the story problem your partner told you. Show your thinking using objects, drawings, numbers, or words.”
• 5 minutes: partner work time

The purpose of this activity is for students to find all possible solutions to a Put Together/Take Apart, Both Addends Unknown story problem using patterns that were investigated in previous lessons. In previous lessons students have found more than 1 solution to a Put Together/Take Apart, Both Addends Unknown story problem. Students are encouraged to find all possible solutions in this optional activity, which is not required by the standards. As students share their solutions, encourage them to record their drawings and solutions systematically. Pair students with a different partner than in the previous activity.

• Each group of 2 needs at least 10 two-color counters.

• Groups of 2.
• Give students access to two-color counters.
• “Tell your new partner your story problem.”
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “What are you trying to figure out?”
• 30 seconds: quiet think time
• 1 minute: partner discussion

• “Work with your partner to show as many possible solutions for the story problem as you can.”
• “Show your thinking using drawings, numbers, words, or objects.”
• 5 minutes: partner work time
• As students work consider asking:
  • “Do you think you found all the solutions for your problem?”
  • “How can you organize your work to show that you have all the solutions?”

• Invite students to share their stories and solutions.
• Record each student solution with an equation.