The purpose of this activity is for students to use multiplication and division to solve problems about growing strawberries. They draw diagrams and write expressions or equations to represent each situation and solve the problem. The given context encourages students to think of equal groups, arrays, or rectangular areas.

In previous lessons, students have been asked to write either an equation or expression. This activity gives them an opportunity to make a choice. Alternatively, teachers may opt to instruct students to write either an equation or expression.

• Invite previously selected students to share.
• “How did the diagrams help you think about the problem?” (The diagrams helped me see how the plants were arranged and the space they would need to grow.)
• “Where do you see the numbers from the equation in the diagram?” (I see the 8 because there are 8 dots in each row. I see the 7 in the number of rows. The 56 is how many dots are in the array.)

The purpose of this activity is for students to use their experience with multiplication and division within 100 to plan part of a school garden. In this activity, students make choices about which produce to grow, how much space to use, and how much produce to grow. The choices are guided by some constraints, such as a desired yield. Students draw diagrams to represent how the plants are arranged in the garden and how much fruit they yield. When students consider constraints, make assumptions and decisions about quantities, and model a situation using a representation, such as a drawing or equation, they model with mathematics (MP4). If needed, students can be provided with images to see how the different plants grow.

• Invite students to share their plans.
• “How did the growing information help you plan your garden?” (It helped me figure out how much space to put between the rows and columns in my garden. The growing information told me how much fruit I will get.)