Lesson 14

Food Drive (optional)

Warm-up: Estimation Exploration: Food Drive (10 minutes)

Narrative

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. If needed, discuss what a food drive is in the launch of the activity.

Launch

• Groups of 2
• Display image.
• If necessary, “What is a food drive?”
• “What is an estimate that’s too high? Too low? About right?”
• 1 minute: quiet think time

Activity

• 1 minute: partner discussion
• Record responses.

Student Facing

How many cans did the first graders collect for the food drive?

Record an estimate that is:

too low about right too high
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Student Response

For access, consult one of our IM Certified Partners.

Activity Synthesis

• “Is anyone’s estimate less than ___? Is anyone’s estimate greater than ___?”
• “Based on this discussion does anyone want to revise their estimate?”

Activity 1: Cans for the Food Drive (20 minutes)

Narrative

The purpose of this activity is for students to apply their understanding of place value and properties of operations to solve two-digit addition real world problems (MP2). Students may use any method and representation that helps them make sense of the problems in context.

MLR8 Discussion Supports. Students who are working toward verbal output may benefit from access to mini-whiteboards, sticky notes, or spare paper to write down and show their responses to their partner.

Launch

• Groups of 2
• Give students access to connecting cubes in towers of 10 and singles.
• “The table shows the number of cans four students collected for their class’ food drive.”
• “What do you notice? What do you wonder?” (They collected a lot of cans. Tyler collected the most. Han collected the least. I wonder how many they collected all together.)

Activity

• 6 minutes: independent work time
• “Check in with your partner. Be prepared to show or explain your thinking.”
• 5 minutes: partner discussion

Student Facing

Student Cans Collected
Lin 18
Priya 24
Han 13
Tyler 30

Partner A: Write an equation to represent your thinking.

1. How many cans did Lin and Priya collect altogether?
2. How many cans did Han and Tyler collect altogether?
3. How many cans did all four students collect altogether?

Partner B: Write an equation to represent your thinking.

1. How many cans did Tyler and Priya collect altogether?
2. How many cans did Lin and Han collect altogether?
3. How many cans did all four students collect altogether?

Student Response

For access, consult one of our IM Certified Partners.

Activity Synthesis

• Invite students to share the equations that show the total number of cans or display: $$42 + 43 = 85$$ and $$54 + 31 = 85$$
• “Many of you used these two equations to find how many cans were collected by all four students.”
• “What are the similarities and differences?” (Both equal 85 and use the same information about four students, but each number represents the total for two different students.)
• “What other equations can we use to find the total number of cans collected by all four students?” ($$18 + 24 + 13 + 30=85$$, $$48 + 24 + 13=85$$)

Activity 2: Boxes of Cans (20 minutes)

Narrative

The purpose of this activity is for students to find pairs of numbers that have a value that is between 35-65. Some students may use trial and error to solve the problem. Encourage students to consider a strategic way to determine if a combination of two classes may or may not meet the constraint. For example, students may notice that combining 1st and 2nd grade will not work because 5 tens and 2 tens is 7 tens which is more than the 65 can limit.

Action and Expression: Internalize Executive Functions. Invite students to verbalize their method for solving two-digit problems before they begin. Students can speak quietly to themselves, or share with a partner.
Supports accessibility for: Organization, Conceptual Processing, Language

Launch

• Groups of 2
• Give students access to connecting cubes in towers of 10 and singles.
• “The whole school is collecting cans for a food drive. This table shows how many cans each grade collected on the first day of the food drive. The cans are brought down to the main office so the student council can pack them into boxes.”

Activity

• 10 minutes: partner work time
• Monitor for 2-3 partnerships who determine different box arrangements.

Student Facing

Room Cans Collected on Day 1
Kindergarten 18

Find different ways they can pack the cans from 2 grades in a box together and have 35 to 65 cans in each box.
Try to find as many different ways as you can.
Write an equation to represent your thinking.

If you have time: Can any box have cans from 3 grade levels?
What is the least amount of boxes the school can pack to send to the Food Bank?

Student Response

For access, consult one of our IM Certified Partners.

Activity Synthesis

• Invite previously identified students to share.
• Record responses.
• “Is this statement true? 6th grade’s cans can be packed with any other grade level.” (Yes, since they only collected 8 cans and the highest amount of cans collected was 51 in 1st grade. $$51 + 8 = 59$$, which is still under 65 cans.)

Lesson Synthesis

Lesson Synthesis

“Today we represented and solved real world problems about a food drive and packing cans in boxes to take to the Food Bank.”

“What methods did you use to determine which grade level’s cans could be packed together in the boxes?” (I looked at the tens first and if they added up to between 40 and 50 I knew they would fit. Then I added them to ones. First I thought about whether the ones would make a new ten and then added the tens to see if it fit between 35 and 65.)

“Which grade levels could not have their cans packed together? How do you know?” (1st and 4th because 5 tens and 4 tens is 90. 4th grade and 5th grade because 30 + 40 = 70, which is over the limit.)