Inventing Ways to Divide

Use Check-In: Question 4 to summarize the lesson. Have students read the question and discuss with their groups what the problem is asking and what information is being given.

For this problem, each student should individually record the group's solution. Refer to the Math Practices page in the Reference section of the Student Guide to remind students that their written solutions should demonstrate that they used a good and efficient strategy [MPE2], that they checked the reasonableness of their answers [MPE3], and that they clearly showed their work [MPE5].

Students may say that an efficient strategy takes less time, or that it is “easier” to use. For example, distributing the pieces of construction paper one at a time and then counting the pieces in each pile would not be an efficient strategy. Using numbers to calculate the amount you are giving to each class would be more efficient.

Students may suggest including a drawing, showing calculations, and using words to describe their strategies. If they do not, suggest these ideas yourself. Ask students to pretend that they are writing their solutions for someone who has never seen the problem before and does not understand what it is about.

You may wish to write specific goals on the board for students to focus on as they solve the problem in their groups and record the solutions on their own. After groups have solved the problem, students record their solutions individually.

Have students pair up with a student from a different group to explain their groups' strategies, peer review each other's written solutions, and revise their own work.