# Lesson 11

Saree Silk Stories: Necklaces and Bracelets

## Warm-up: Notice and Wonder: Take From (10 minutes)

### Narrative

The purpose of this warm-up is to elicit student ideas for how a tape diagram could be used to represent a Take From problem involving lengths. This will be useful when students solve story problems in the context of length in a later activity. While students may notice and wonder many things about these images, the connections students make between the image, the tape diagram, and the equation are the important discussion points.

### 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?

$$54 - 16 = {?}$$

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “What do you think the diagram and the ribbon could have in common?” (Maybe the 54 is cm or in, so 16 is how much of the ribbon is being cut off.)
• “What could the question mark represent?” (The longer part of the ribbon after it is cut. It represents the value of $$54-16$$.)

## Activity 1: Saree Silk Ribbon Necklaces (20 minutes)

### Narrative

The purpose of this activity is for students to solve Take From problems and make sense of tape diagrams that represent this problem type. Students use the diagram to make sense of the context and help guide their calculations as they solve the problem (MP2).

Representation: Access for Perception. Use a strip of colored paper to demonstrate the length of the saree, as well as the tape diagram. Demonstrate “cutting off” part of the ribbon and label the parts to represent the story. Reiterate the context and connect to the idea of subtraction.
Supports accessibility for: Conceptual Processing, Organization, Memory

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Display the image.
• “What do you notice? What do you wonder?”
• 1 minute: quiet think time
• 1 minute: partner discussion
• Share responses.
• “These girls from India are wearing saree dresses. Sarees are usually worn by women and girls and are made by wrapping 5–7 meters of fabric in a special way.”
• “Many sarees are made from brightly colored silk, which is a soft fabric.”
• “Sometimes when sarees get too small or are worn out, they are cut into strips to make saree ribbon.”

### Activity

• “Priya and her friends are planning to make saree silk ribbon necklaces. They want to make sure they get their measurements correct.”
• “Read the problem. Then look at Andre’s diagram and discuss the first two questions with a partner.”
• 1 minute: independent work time
• 34 minutes partner discussion
• “Work independently to find the unknown value and compare your answer with your partner. Don’t forget to include the units.”
• 45 minutes: independent work time
• 2 minutes: partner discussion

### Student Facing

What do you notice? What do you wonder?

Priya had a ribbon that was 44 inches long. She cut off 18 inches. How long is Priya’s ribbon now?

Andre drew this diagram to help him think about the problem.

1. What does the “?” represent in the story?
2. Why do you think there is a dotted line between the parts?
3. Find the unknown value. Show your thinking.
4. Priya’s ribbon is __________________ long.

### Student Response

For access, consult one of our IM Certified Partners.

• “What is happening in this story?”
• “Should your answer be a length that is longer or shorter than 44 inches?”

### Activity Synthesis

• “How did the tape diagram help you think about what you needed to do to find the unknown value?” (The diagram shows that 18 was being taken away, so I decided to subtract 18 from 44.)

## Activity 2: Saree Silk Ribbon Projects (15 minutes)

### Narrative

The purpose of this activity is for students to solve Take From problems within 100 with the unknown in all positions. Students label tape diagrams and use them to make sense of the story problems before solving them (MP2). In Difference Unknown and Change Unknown problems, students may not be able to anticipate whether the unknown length will be longer or shorter than the length of the part they know. It is okay if they do not accurately label the smaller part of the tape diagram with the smaller length as long as they are accurately making sense of the problem.

Students are encouraged to use the Three Reads routine as a strategy for making sense of and persevering in solving problems (MP1).

MLR8 Discussion Supports. Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• “The kids in Priya’s class are all making saree silk ribbon necklaces, so they are cutting ribbons to share with each other.”

### Activity

• “With your partner, you are going to read each story 3 times. First, read to understand what is happening in the story. Second, read to understand the math. Think about what is known and unknown. And third, read to make a plan by completing the diagram.”
• “Work together to label each diagram, and then find the unknown values on your own using any strategy that makes sense to you.”
• “After each problem, compare with your partner to see if you agree.”
• 10 minutes: partner work time
• Monitor for students who recognize they need to add to find the answer for the third problem.

### Student Facing

Label the diagram. Find the unknown value. Show your thinking and don’t forget the units.

1. Elena started with 58 inches of ribbon. She gave Clare 27 inches of ribbon. How much ribbon did Elena keep for herself?
2. Han had a piece of ribbon that was 64 inches long. He cut off 28 inches to make a necklace for his sister. How much ribbon is left?

3. Priya cut off 25 inches of ribbon. She has 38 inches of ribbon left. How much ribbon did Priya start with?

### Student Response

For access, consult one of our IM Certified Partners.

If students subtract to find the solution for the Start Unknown problem, consider asking:
• “How long is the ribbon that Priya has left? Do you think her ribbon should have been longer or shorter than 38 inches before she cut it?”
• “Does your solution show that Priya’s ribbon was longer or shorter before she cut it?”
• “How could you find out how long the ribbon was before any length was cut off?”

### Activity Synthesis

• Invite selected students to share how they solved the last problem.