Ask groups to display their number sentences for Question 8 and then ask the rest of the class to tell them what each number stands for. If the number sentences are not correct or not complete and clear, encourage the class to help make the needed changes.
Display the Math Practices page from the Student Guide Reference section. Remind students that it is important to show the math practices in their written work.
To focus students' work on Check-In: Question 12, read the question together and ask:
- Think about MPE1. What questions do you have to answer? (How many leftover pennies will there be when dividing 28 by 4 and 42 by 4?)
- What tools and strategies might you use [MPE2]? (Possible responses: coins, division, multiplication, repeated subtraction, or repeated addition)
- How could you check to see if your answer is reasonable [MPE3]? (Possible responses: I could use the coins to double check my number sentence. If I used a division fact, I could check with a multiplication fact from the same fact family.)
- How can you show your work so that someone else can understand your thinking [MPE5]? (Possible responses: I can write number sentences to show how I divided up the pennies. I can explain any remainders.)
- Think about MPE6. What labels might you use? (Possible responses: I can clearly explain what each number and symbol in the number sentence represents. I can show which number represents the children, the total number of pennies, how many pennies each child gets, and the leftovers.)
Assign Check-In: Questions 11–12 to students. Remind them to refer to the Math Practices page in the Student Guide Reference section.
