Routines for Reasoning Capturing Quantities – Faction Open Number Line

GOALS Today we are learning how to find quantities and relationships in word problems and diagrams. We are going to talk to others to clarify our own thinking about the math problem.

Thinking Goals Think about a problem like a mathematician. Thinking Questions: What can be measured, what can be counted? What relationships can I find? How can I represent my thinking?

The Hike Jill and Maria decide to go for a hike. They start early in the morning and hike 5 3 4 miles before stopping for lunch. After lunch they hike some more miles. When they finally finish their hike they had walked 15 3 8 miles. How many miles did Jill and Maria walk after lunch? Read the task as a group; have students think about these three thinking questions by themselves (approximately 1-2 minutes) Thinking Questions: What can be counted? What can be measured? What relationships do you see?

The Hike Jill and Maria decide to go for a hike. They start early in the morning and hike 5 3 4 miles before stopping for lunch. After lunch they hike some more miles. When they finally finish their hike they had walked 15 3 8 miles. How many miles did Jill and Maria walk after lunch? Students turn to each other and, using the sentence starters, discuss Sentence Starters: “The number of ….” “The amount of …” “ We saw that ____ relates to _____”

The Hike Jill and Maria decide to go for a hike. They start early in the morning and hike 5 3 4 miles before stopping for lunch. After lunch they hike some more miles. When they finally finish their hike they had walked 15 3 8 miles. How many miles did Jill and Maria walk after lunch? “We showed _______ by ___________.” We used the _____ relationship to _____.”

Reflection “This math problem helped me to see _______________.”