I LOVE TASTY I LOVE TASTY GEORGIA PEANUTSGEORGIA PEANUTS

I LOVE TASTY I LOVE TASTY GEORGIA PEANUTSGEORGIA PEANUTS

By: Annsley CochranBy: Annsley Cochran

Peanuts -Today at school I learned all about

the foods that Georgia is known for. I now have a craving for peanuts. I really want to eat them but I have a few questions first. Can you help me solve them?

• I ate the peanuts out of 6 large peanut hulls. In each hull there were 3 peanuts. Can you help me figure out how many peanuts I just ate?

• Hint: There are 3 peanuts in each of the 6 hulls. How many are there altogether?

• I ate 10 peanuts for my morning snack. I am going to eat 14 more peanuts for my afternoon snack. How many peanuts will I have eaten today after I finish my afternoon snack?

• Hint: How many peanuts did I eat altogether? Think about how many I had for morning snack and how many I had for my afternoon snack. What do I need to do to these two numbers to find the total number of peanuts I ate?

I opened a new bag of peanuts today and there were 15 hulls in the bag. I want to eat an equal amount of peanuts each day this week after school. How many peanut hulls can I eat each day?

• Hint: There are 5 days in a school week.

• There are 16 peanut hulls altogether. I have already eaten the peanuts out of 5 of the hulls. How many hulls of peanuts do I have left?

• Hint: I started with 16. 5 have already been eaten. How many are left?

Answers• First problem: 18• Second problem: 24• Third problem: 3• Fourth problem: 11

Standards• M2P1. Students will solve problems (using appropriate technology). • a. Build new mathematical knowledge through problem solving. • b. Solve problems that arise in mathematics and in other contexts. • c. Apply and adapt a variety of appropriate strategies to solve problems.

d. Monitor and reflect on the process of mathematical problem solving. • M2N3. Students will understand multiplication, multiply numbers, and verify • results. • a. Understand multiplication as repeated addition. • b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly

multiply 1-digit numbers and construct the multiplication table. • c. Use the multiplication table (grid) to determine a product of two numbers. • d. Use repeated subtraction, equal sharing, and forming equal groups to divide large

collections of objects and determine factors for multiplication. • M2N2. Students will build fluency with multi-digit addition and subtraction. • a. Correctly add and subtract two whole numbers up to three digits each with regrouping. • b. Understand and use the inverse relation between addition and subtraction to solve

problems and check solutions.