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Think about the student work and reflect on the following questions. After you've formulated your own answer, select "Show Answer" to see our response.
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Question: How does this problem provide an opportunity to learn about division through problem solving?
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Sample Answer:
The problem enables students to make connections to their prior problem-solving experiences and to discuss characteristics of division problems. The students also encounter remainders that need to be interpreted according to the meaning of the problem.
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Question: What is the advantage of having students work in pairs to solve a problem? How does such grouping encourage students to independently figure out the assignment and what the goal is?
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Sample Answer:
The two students propose interpretations of the assignment to each other. This helps them get started and to critique some of their ideas. They talk through the meaning of and possible solution methods for their proposed problems. In this way, they come up with the solution while self-correcting their work.
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Question: How does the wording of this assignment contribute to students' success in discussing methods of solving sharing-division problems?
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Sample Answer:
The mention of "no food" may actually serve as a hint by helping them think of prior work they've done around sharing food, such as cookies. Having a number sentence provided helps them focus on the mathematical concept instead of having to worry about what numbers to use when they write a sharing-division problem. The task of needing to write a problem of a particular type encourages them to propose and discuss methods for solving several problems.
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 Observe what a third-grade math class did with a similar activity
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