Standards-based assessment and Instruction

## View Spanish Translation 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.

### The Strategies for Addition and Subtraction Unit

The Strategies for Addition and Subtraction Unit involves understanding the processes of addition and subtraction in order to solve problems and answer questions such as–

• If we know all of the parts, how can we find the whole?
• If we know the whole and one of the parts, how can we find the missing part?
• Given an equation, can you create an addition or subtraction situation to match it? How can you prove it matches the equation?

### Math Concepts and Skills Covered

The student solves problems by developing and using strategies for addition and subtraction. The student:

• Finds the sum of a multiple of 10 and a one-digit number (up to 99) in problem situations.
• Develops, applies and explains strategies used to add and subtract within 20, such as making 10 and decomposing a number leading to a 10.
• Creates problem situations when given a number sentence involving addition or subtraction of numbers within 20; solves the problems created.
• Represents word problems involving addition and subtraction of numbers up to 20.
• Applies properties of operations to add and subtract two or three numbers-if 4 + 3 = 7 is known, then 3 + 4 = 7 is also known.

### Exemplars 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.

### Underlying Mathematical Concepts

• Number sense to 14
• Comparison

### Possible Problem-Solving Strategies

• Model (manipulatives)
• Diagram/Key
• Table
• Tally table
• Number line

### Formal Mathematical Language and Symbolic Notation

• Model
• Diagram/Key
• Table
• Tally table
• Number line
• Total/Sum
• Amount
• Dozen
• Per
• More than (>)/Greater than (>)/Less than (<)
• Equivalent/Equal to
• Most/Least
• Halves, half of
• Odd/EvenPair

### Possible Solutions

Yes, Mary has enough lemons to make the 2 glasses of lemonade. ### Possible Connections

Below are some examples of mathematical connections. Your students may discover some that are not on this list.

• Mary only uses 12 lemons, which is an even number.
12 is a dozen.
• The small glass uses half of the lemons that the large glass uses.
• Mary has 2 lemons remaining.
• 2 lemons is a pair.
• Mary needs 2 more lemons to make another small glass of lemonade.
• The task is recreated to make enough small or large glasses of lemonade for a family, class, etc.
• Relate to a similar task and state a math link.
• Solve more than one way to verify the answer.
• You need 6 more lemons to equal a large glass.
• 2 small glasses equal 1 large glass. Our teacher-friendly tasks are designed to support both the Common Core and Citywide instructional expectations. GO Math! alignments are also available.
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## Here's What People Are Saying

The Exemplars program is designed to assess students' problem-solving and mathematical-communication skills. It also supports higher-level thinking and extension of mathematical reasoning.

S. Dement
Teacher

Converse, TX

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