## Peanut Butter Granola Bar Problem Solution - Section 3: Independent Practice

*Peanut Butter Granola Bar Problem Solution*

# Granola Bars

Lesson 2 of 13

## Objective: SWBAT solve a real-world multiplication & division problem, & use related facts to check a solution.

*40 minutes*

#### Warm Up

*10 min*

This video clip from Discovery Education, Whole Number Multiplication and Division, is about eight minutes long. A lot of it is review of multiplication and division. I chose this because it shows a lot of real-world scenarios where math is important.

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#### Guided Practice

*10 min*

For guided practice, we work together on a 3-part Granola Bars Problem.

For a): Students should see that they need to multiply to find the number of total granola bars in the 248 boxes.

For b): I encourage students to participate in a discussion on determining which operation to use when finding how many equal groups can be made from a group of objects.

For c) Students should check their division by multiplying their quotient by the number of display racks, 8.

1a is using MP1, and a DOK Level 1 task; solving a real-world multiplication problem.

1b is using MP1, and a DOK Level 1 task; solving a real-world division problem.

1c is using MP6, and a DOK Level 3 task; using related multiplication and division facts to check a solution.

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#### Independent Practice

*10 min*

For independent practice today, students try to solve A, B, and C for a new peanut better granola bars problem, and solve real world multiplication and division problems while checking their solution.

This is pretty simplistic, but this is what my kids needed. They need to see a realm in increasingly difficult math problems reviewed with them over the next few weeks. This unit with do that, and review all of the objectives we've covered this year. I allow students to work by themselves for about 5 minutes, and then allow them to work with their table partners in a think-pair-share. Students have to attempt to solve this on their own, and therefore determine their weakness, and then can solicit help from a partner.

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#### Closure

*10 min*

I used cold-calling to call upon students in order to review the answers. Students use the Share section of the think-pair-share here.

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- LESSON 1: At the Farmer's Market
- LESSON 2: Granola Bars
- LESSON 3: Bean Recipes
- LESSON 4: Advertising A Sale: Organic Veggies
- LESSON 5: Deli Counter Dilemma
- LESSON 6: Parking Garage
- LESSON 7: Journey to Mt. EOG
- LESSON 8: Apartment Building
- LESSON 9: Office Building
- LESSON 10: Vacation Home
- LESSON 11: Fun House Doors
- LESSON 12: Memorial Day Memories
- LESSON 13: Examining Exponents