Share Sandwiches
10 min
Narrative
The purpose of this Warm-up is for students to compare four images of sandwiches, a context used in the lesson to examine equal sharing situations. It gives students a chance to engage with the context in an informal way before they interpret division situations about sharing sandwiches. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about equal shares and division.
Launch
- Groups of 2
- Display the image.
- “Pick 3 that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses
Student Task
Which 3 go together?
Sample Response
Sample responses:
A, B, and C go together because:
- They have ingredients that are combined or mixed together.
A, B, and D go together because:
- They have bread.
- They are sandwiches or have ingredients to make a sandwich.
A, C, and D go together because:
- They are each on a plate or tray.
B, C, and D go together because:
- They are one whole serving.
- They are not divided up and ready to share with others.
Activity Synthesis (Teacher Notes)
- “What kind of sandwich do you like to eat? Are there special occasions when you eat sandwiches?”
- Display Image A.
- “Describe a time when you have shared food with your family or friends.”
Standards
- 5.NF.3·Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. <em>For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?</em>
- 5.NF.B.3·Interpret a fraction as division of the numerator by the denominator <span class="math">\((a/b = a \div b)\)</span>. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. <span>For example, interpret <span class="math">\(3/4\)</span> as the result of dividing <span class="math">\(3\)</span> by <span class="math">\(4\)</span>, noting that <span class="math">\(3/4\)</span> multiplied by <span class="math">\(4\)</span> equals <span class="math">\(3\)</span>, and that when <span class="math">\(3\)</span> wholes are shared equally among <span class="math">\(4\)</span> people each person has a share of size <span class="math">\(3/4\)</span>. If <span class="math">\(9\)</span> people want to share a <span class="math">\(50\)</span>-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?</span>
20 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Share Sandwiches
10 min
Narrative
The purpose of this Warm-up is for students to compare four images of sandwiches, a context used in the lesson to examine equal sharing situations. It gives students a chance to engage with the context in an informal way before they interpret division situations about sharing sandwiches. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about equal shares and division.
Launch
- Groups of 2
- Display the image.
- “Pick 3 that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses
Student Task
Which 3 go together?
Sample Response
Sample responses:
A, B, and C go together because:
- They have ingredients that are combined or mixed together.
A, B, and D go together because:
- They have bread.
- They are sandwiches or have ingredients to make a sandwich.
A, C, and D go together because:
- They are each on a plate or tray.
B, C, and D go together because:
- They are one whole serving.
- They are not divided up and ready to share with others.
Activity Synthesis (Teacher Notes)
- “What kind of sandwich do you like to eat? Are there special occasions when you eat sandwiches?”
- Display Image A.
- “Describe a time when you have shared food with your family or friends.”
Standards
- 5.NF.3·Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. <em>For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?</em>
- 5.NF.B.3·Interpret a fraction as division of the numerator by the denominator <span class="math">\((a/b = a \div b)\)</span>. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. <span>For example, interpret <span class="math">\(3/4\)</span> as the result of dividing <span class="math">\(3\)</span> by <span class="math">\(4\)</span>, noting that <span class="math">\(3/4\)</span> multiplied by <span class="math">\(4\)</span> equals <span class="math">\(3\)</span>, and that when <span class="math">\(3\)</span> wholes are shared equally among <span class="math">\(4\)</span> people each person has a share of size <span class="math">\(3/4\)</span>. If <span class="math">\(9\)</span> people want to share a <span class="math">\(50\)</span>-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?</span>