Lesson 15

Lots of Fruit (optional)

Warm-up: Notice and Wonder: Fruit Stand (10 minutes)

Narrative

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.

Launch

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

Activity

• 1 minute: partner discussion
• Share and record responses.

Student Facing

What do you notice?
What do you wonder?

Activity Synthesis

• “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)

Activity 1: Fruit Story Problems (20 minutes)

Narrative

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.

MLR8 Discussion Supports. Create a display that includes labeled images of each type of fruit. Invite students to chorally repeat the name of each fruit in unison 1–2 times.
Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization

Required Materials

Materials to Gather

Materials to Copy

• Number Mat 4-10

Required Preparation

• Each group of 2 needs 1 connecting cube.

Launch

• 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.”

Activity

• 5 minutes: independent work time

Student Facing

Solve the story problem.

Show your thinking using objects, drawings, numbers, or words.

Activity Synthesis

• 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

Activity 2: All the Solutions (20 minutes)

Narrative

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.

Required Materials

Materials to Gather

Required Preparation

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

Launch

• Groups of 2.
• 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

Activity

• “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?”

Student Facing

Show your thinking using drawings, numbers, words, or objects.