Lesson 5

Earning Money

Est. Class Sessions: 2

Developing the Lesson

Part 1. Solving an Extended Response Problem

Launch Problem and Math Practice Expectations. Begin this lesson by reading the vignette on the Earning Money page of the Student Guide. Read Question 1 together and ask students to work with a partner to generate a list of tools and strategies that can help them divide the money equally among the three children.

After students have had a few minutes to discuss, ask:

X
  • What are some tools and strategies that you can use to help you solve this problem? (Possible response: We can use money and split the $5.00 three ways. We could draw a picture. We could use base-ten pieces.)
  • How will Carla, Julia, and Luis know the money has been fairly divided? (Each one will have the same amount of money and there should not be any money left that could still be divided equally.)

After giving each student a copy of the Earning Money Problem Assessment Master, display a copy of the page and ask students to read the problem quietly as you read it aloud.

After reading the problem, ask:

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  • What is this problem asking you to do? (Possible response: You need to divide $5.00 equally with three people.)
  • How much of the $5.00 are you supposed to use? (as much as you can)
  • What should you do if you have money left over? (Tell what you will do with the remainder.)

Before students start working, direct them to the Math Practices page in the Student Guide Reference section. Ask students to read the Expectations with a partner and discuss how they can help guide their work. Students should focus on Expectations 3–6 since Expectations 1–2 were discussed earlier.

After students have had time to review the Expectations, ask:

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  • How can you check to see if your answer is reasonable? (If each of the children has the same amount of money and you have used all or most of the $5.00, your answer will be reasonable.)
  • What can you do to check your work? (You can solve the problem in more than one way.)
  • What do you need to do to make sure someone else can understand your thinking? (You can draw pictures and use words to show how you divided the money. You can explain what you will do with any leftover money.)
  • What labels are important in this problem? (You need to label the money with dollar and cent signs. You need to label the remainder.)

Solve the Problem. Ask students to work individually to solve this problem and write their solutions. Encourage students to refer to the Math Practices page as they work.

Circulate through the room encouraging students and helping them to clarify their work using these or similar questions:

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  • What labels will you use to help me understand what these numbers mean?
  • How do you know that you have the smallest remainder?
  • What have you decided to do with the remainder?
  • What can you write down to show how you know your answer is reasonable?
  • What are you going to write to show how you solved the problem so someone can see why your strategy makes sense?

Students can choose different ways to solve this problem and may not necessarily use the division operation to find the answer, though all students need to interpret the remainder in some way. For example, one student (whose work is not included in this lesson), correctly solved the problem without having any money left over after deciding to buy bubble gum with the extra 2¢ and divide the bubble gum into three pieces. Another student decided to give each babysitter $1.50 and give the remaining 50¢ to the poor. These students did not share as much of the $5.00 as possible as required by the problem.

Student Guide: 377 REF
Answers
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SG_Mini
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SG_Mini
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Student Activity Book:
Master: