Making Lemonade
Mary wants to make a small glass of lemonade and a large glass of lemonade. Mary needs the juice of four lemons to make a small glass of lemonade. Mary needs the juice of eight lemons to make a large glass of lemonade. Mary has fourteen lemons. Does Mary have enough lemons to make the two glasses of lemonade? Show all your mathematical thinking.
Plan
A student may independently select a printed number line, number chart, ten frames, graph paper, etc. as they work on a task.
Task-Specific Evidence
This task requires students to use part/whole reasoning: If I have two parts, I can put the parts together to find the whole. The students will also compare their whole with a given whole to determine whether Mary has enough lemons to make her glasses of lemonade.
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UNDERLYING MATHEMATICAL CONCEPTS
- Counting on/Addition
- Number sense to 14
- Comparison
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POSSIBLE PROBLEM-SOLVING STRATEGIES
- Model (manipulatives)
- Diagram/Key
- Table
- Tally table
- Number line
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FORMAL MATHEMATICAL LANGUAGE AND SYMBOLIC NOTATION
- Model
- Diagram/Key
- Table
- Tally table
- Number line
- Total/Sum
- Addend
- Amount
- Dozen
- Per
- More than (>)/Greater than (>)/Less than (<)
- Equivalent/Equal to
- Most/Least
- Halves, half of
- Odd/Even
- Pair
Possible Solution
Yes, Mary has enough lemons to make the 2 glasses of lemonade.
