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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?

Originator:

Tennessee Department of Education