Est1 Task 2

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Jessica has 63 one-dollar bills that she wants to divide equally between her 5 children. How much money will each receive? How much money will Jessica have left over? Jessica exchanged the remaining one-dollar bills for dimes. If she divides the money equally between her 5 children, how much money will each child get? Explain.

According to NCTM (2014), high-level thinking or task “encourage reasoning and access to the mathematics through multiple entry points, including the use of different representations and tools, and they foster the solving of problems through varied solution strategies” (p. 17). The selected task requires for student to explore and make inference through the process of completing the task. It also requires for students …show more content…
I will choose a group to present a graphic organizer with all possible combinations to add and subtract. I will be looking for a clear understanding of the task and clear explanation of solving the problem. (I will look for this during my walk around and interaction with each group to get a gage of their overview).
a. Order
b. Order
c. Questions: What are some of the combinations of item you can buy? How many different combinations did you find that total $72.80? Do you think there might be an easier way to determine the cost of items? What does your chart look like compare to the other groups? How were you and your group able to figure out how many combinations you could make?
d. I will a chart with several different combinations all totaling $72.80. I will see a variety of computation and justification written on the chart. I will hear the step they took to solve the task. I will hear: examples: I added _____ and _______ and I got______. I did this because the problem asked me ________________. Example 2. I estimated _____ and ______ and got _____. I did this because I had to divide evenly.
e. Tomorrow we will head to the register to checkout and calculate with our taxes to see if we will still have enough money to buy all the items on our
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