Reference no: EM133412167

Case Study: A fifth-grade class traveled on a field trip in four separate cars. The school provided a lunch of submarine sandwiches for each group. When they stopped for lunch, the subs were cut and shared as follows:

• The first group had 4 people and shared 3 subs equally.
• The second group had 5 people and shared 4 subs equally.
• The third group had 8 people and shared 7 subs equally.
• The last group had 5 people and shared 3 subs equally.

When they returned from the field trip, the children began to argue that the distribution of sandwiches had not been fair, that some children got more to eat than the others. Were they right? Or did everyone get the same amount? Use the diagrams below to prove your conclusion.

Questions:

• Explain your thought process when you were completing the task. Why did you choose the strategy that you did?
• Use the task rubric to rate the task as a level 0-5. Justify the rating.
• Read the "Critical Learning Phases" box (located below by Kathy Richardson). Explain how this particular problem, and the strategies that could be used to solve this problem, relate to the critical learning phases.

Dividing into Equal Groups

Divides an amount into equal groups and leftovers using models; tells how many groups and how many in each group.
Using models, interprets the language of sharing and grouping expressed in various ways.