Lesson 12
Saree Silk Stories: Friendship Bracelets
Warmup: True or False: Place Value Comparisons (10 minutes)
Narrative
Launch
 Display one statement.
 “Give me a signal when you know whether the statement is true and can explain how you know.”
 1 minute: quiet think time.
Activity
 Share and record answers and strategy.
 Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
 \(24 = 10 + 14\)
 \(15 + 12 = 27\)
 \(26 = 10 + 6 + 10\)
 \(58 = 20 + 20 + 8\)
Student Response
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Activity Synthesis
 “How can you explain your answer for the last equation using what you know about tens and ones?” (There are only 4 tens on the right.)
Activity 1: Share Ribbon with Friends (20 minutes)
Narrative
The purpose of this activity is for students to interpret and solve twostep problems involving length. After reading each story problem, students consider what questions could be asked and what information will be needed in the second part of the problem. Students read each story with a partner, and then solve each story problem independently and compare their solutions.
Students begin the activity by looking at the first problem displayed, rather than in their books. Students represent the problem in a way that makes sense to them and share different representations during the synthesis, explaining how these representations helped solve the problem (MP1, MP2, MP3).
This activity uses MLR6 Three Reads. Advances: reading, listening, representing
Supports accessibility for: Conceptual Processing, Organization, Memory
Launch
 Groups of 2
 Give each group access to baseten blocks.
 “The students in Priya’s class are sharing ribbons to make necklaces and bracelets for their friends and family members.”
MLR6 Three Reads
 Display both parts of the story, but only the problem stems, without revealing the questions.
 “We are going to read this problem 3 times.”
 1st Read: “Lin found a piece of ribbon that is 92 cm long. She gave Noah a piece that is 35 cm. Then, Lin gave Jada 28 cm of ribbon.”
 “What is this story about?”
 1 minute: partner discussion
 Listen for and clarify any questions about the context.
 2nd Read: “Lin found a piece of ribbon that is 92 cm long. She gave Noah a piece that is 35 cm. Then, Lin cut off 28 cm of ribbon for Jada.”
 “Which lengths of ribbon are important to pay attention to in the story?” (length of ribbon Lin started with, length of ribbon given to Noah, length of ribbon given to Jada, length of ribbon Lin has in the end)
 30 seconds: quiet think time
 1–2 minutes: partner discussion
 Share and record all quantities.
 Reveal the questions.
 3rd Read: Read the entire problem, including the questions, aloud.
 “What are different ways we could represent this problem?” (tape diagram, equations)
 30 seconds: quiet think time
 1–2 minutes: partner discussion
Activity
 “Read the story again with your partner. Then decide how to represent and solve it on your own.”
 “When you have both answered the questions, compare to see if you agree.”
 10 minutes: partner work time
 Monitor for students who represent each part of the story with:
 tape diagrams
 baseten diagrams
 other clearlylabeled drawings or diagrams
 equations
Student Facing

Solve. Show your thinking. Use a diagram if it helps. Don’t forget the units.
 Lin found a piece of ribbon that is 92 cm long. She cut a piece for Noah that is 35 cm. How much ribbon does Lin have left?
 Then, Lin cut off 28 cm of ribbon for Jada. How much ribbon does Lin have left now?
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 Invite 2–3 previously identified students to display their work sidebyside for all to see.
 “How does each representation help you understand the problem?” (In the diagrams, they used labels to show what each part means. I can see how they used Lin's length of ribbon in both parts. In the equations, I can see the same numbers, but it's a little harder to tell what each part means. I can make sense of them by looking at the other diagrams people made.)
Activity 2: Friendship Bracelets and Gifts (15 minutes)
Narrative
Launch
 Groups of 2
 Give students access to baseten blocks.
Activity
 “Read each problem with your partner and solve it on your own. Show your thinking using diagrams, equations, or words.”
 5 minutes: independent work time
 5 minutes: partner discussion
 Monitor for students who use tape diagrams, baseten diagrams, and equations to represent each part of the last problem.
Student Facing

Solve. Show your thinking. Don’t forget the units. Use a diagram if it helps.
 Han has 82 inches of ribbon. He only needs 48 inches. How much should he cut off?
 Han gives the ribbon he doesn’t need to Clare. Clare uses it to make her ribbon longer. Her ribbon was 27 inches. How long is Clare’s ribbon now?

Solve. Show your thinking. Don’t forget the units. Use a diagram if it helps.
 Andre’s ribbon is too short. He has 28 inches of ribbon, but he needs it to be 50 inches long. How much more ribbon does he need?
 Andre got the ribbon he needed from Mai. Mai now has 49 inches of ribbon left. How much ribbon did Mai start with?
Student Response
For access, consult one of our IM Certified Partners.
Advancing Student Thinking
Students may represent and solve the first part of each problem accurately, but see the second part as a problem with two unknowns. Consider asking:
 “What new information does the second part of the problem give you? What do you need to figure out? What do you already know?”
 “What happened in the first part of the story? What did you figure out? How could you use that in the second part of the problem?”
Activity Synthesis
 Invite previously identified students to share their diagrams and equations for each part of the problem.
 “How did _____ represent the problem? How does each representation show the story problem?”
Lesson Synthesis
Lesson Synthesis
“Today you solved different kinds of story problems that had two parts.”
“How did you represent your thinking and keep track of your calculations? How did you keep up with the lengths you knew and what you needed to find out?” (I used diagrams to make sense of the story. I drew baseten diagrams to help me solve. I put a circle around my answer so I could use it for the next problem.)
“What ideas for solving story problems have you learned from others?”
Share and record responses.
Cooldown: Sharing Saree Silk Ribbon (5 minutes)
CoolDown
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