3rd Grade Task: Selling Vegetables

3rd Grade Task: Selling Vegetables

Standards & Objectives

Essential and guiding questions: 
  • How were the strategies that you shared similar and different?
  • What strategies did you use to find the numbers combinations for the arrays?
  • How did you know there was more than one combination for most of the numbers?
  • Both 16 and 25 are square numbers. Does that make a difference in the number of fact combinations that they have?
  • Explain why 25 only had one combination.
  • Is it helpful to label the numbers to show what they represent? If so, can you explain why?
  • Does the order in which you make the array or write the equation make a difference in the solution to this problem?
  • Explain the relationship between division and multiplication.

Activity/Task Variations

Blooms taxonomy level: 
Applying
Differentiation suggestions: 

If students can’t get started….
Assessing Questions:

  • What does this problem want you to find?
  • How can you use this information to solve the problem?
  • What model could you draw to help you solve this problem?

Advancing Question:

  • If the vegetables need to be placed in more than one row, can you show more than one way that each of them could be displayed?
Extension suggestions: 

If students finish early….
Assessing Question:

  • Did you check your work to make sure you answer shows/represents what the question wants you to find out?
  • Does your answer make sense?

Advancing Question:

  • Can you create any “rules” that would help someone know how to break numbers into parts that represent equal rows?
  • Can you create any “rules” that would help someone know if they have found all combinations for the numbers in this problem?