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3rd Grade Task: Insect Collections

Standards & Objectives

Essential and guiding questions:

How are the legs arranged on a woodlouse? (on the sides) Is there a pattern and if so what is it? (same number on each side)
Select and sequence student strategies to be shared so that multiple ways to solve the problem are presented.
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32
How did you use the numbers given to make the legs on each woodlouse the same?
Who can explain what this problem wants us to find?
What does the number 28 represent in this problem?
Are any of the solution paths we used similar? If so, how are they similar?
Do the pictures you drew and equations you wrote represent the same thing?
What is the connection between the division and multiplication used in this problem?

Activity/Task Variations

Blooms taxonomy level:

Understanding

Differentiation suggestions:

If students cannot get started. . .
Assessing Question:

Explain to me what Sage wants to find out?
What information do you have to work with?

Advancing Question:

Can you show a way to draw the woodlice and put 28 legs on him?

Extension suggestions:

If students finish early. . .

Show how you could write an equation that will let us find out how many legs are on three woodlice? Any number of woodlice?
Explain all of the ways you were able to solve this problem and how they are related.

Originator:

Tennessee Department of Education