1. What is he/she thinking?

2. Let’s translate:
2 carots peas
3 carots peas
1 carrot peas
1 pea carrots
2 peas carrots
What did you notice in the
spelling?
What choices are missing?

3. What is he/she thinking?

4. Why did you make equations?
You could have 1 pea, 6 carrots.
I know because = 7. B
But the answer to the problem is 1 pea and 6 carrots not = 7.
0 + 7 is wrong. We cannot accept it.

5. What is he/she thinking?

6. He said peas 3, carits 3. I said 3 and 3 is 6
He said peas 3, carits 3. I said 3 and 3 is 6. He repeated peas 3, carits 4. I said no 3 and 3 is 6. He changed to peas 3, carrots 4.
I would suggest next time a line through the mistake.
Can we edit the spelling?

7. What is he/she thinking?

8. I asked the class: Do you see peas and carrots
I asked the class: Do you see peas and carrots? Yes we think there are both in the picture. How many carrots do you see? Five. Someone circle the five carrots. (All 5 at once)
Let’s label 5 beside the carrots.
What is the rest of the solution?
2 peas and he wrote 2 peas.
Up top read the symbols for me.
Two equals plus five. That makes no sense and does not explain his answer.
2 peas and 5 carrots explains his answer.
Rub out the symbols.

9. What is he/she thinking?

10. He called me over to ask how he could show different solutions.
He had 6 peas, 1 carrot. That is his number 1.
He had 2 peas, 5 carrots. That is his number 2.
He had 3 peas, 4 carrots.
I suggested he put lines between to keep them separate. Later he told thew class he used the lines to separate the areas on his page.

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