Fraction & Whole Number Division Lesson One

Grade: 5 Content Area: Mathematics Group Size: 32 Lesson Length: 60 minutes

Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:
5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will use visual models to solve problems in which unit fractions are divided by whole
numbers.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

Students will explain what strategies they used to solve division of whole numbers and fractions
unit problem by using conjunctions such as because, so, or which.

C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment strategies
will you use, what specific evidence will you see and/or hear and how will you note it?)

Assessment Strategy Evidence of Student Learning

Students can make sense of the operation
required to solve the problems and how it
can be represented in an expression.
Students will have to use strategies such
as partitioning and visual models to
represent their thinking and solve for the
Monitor student responses to the three
solution. Students can identify the parts of
launch problems
the division equation (dividend, divisor,
quotient) as they justify their solutions and
strategies. Students are able to identify
relationship between multiplication and
division can also be used to check results
of fraction division.
Students can write an equation that
represent the problem and justify why
strategies such as partial products is an
effective way to find the solution. use
strategies such as area models or partial
Monitor student responses to the
products to solve the problem. Students
cornbread problem
are able to justify and explain how they
know their solution is accurate. Students
should be able to justify how we can make
it easier to see what part of the whole pan
1 piece is.

ii. Written assessment you will use to determine, for each individual student, to what extent they
have met your learning objectives. (What evidence will you collect?)
Solving fraction division problems p.188. Students write an equation using a variable for the
unknown. Students then solve, showing their solution strategy with representations or drawings.
Following, students need to summarize their work with a division equation and check their answer
using multiplication.
D. Lesson Resources/Materials
Everyday Mathematics Grade 5 Unit 5-13 Teacher Guide
Everyday Mathematics Student Journal p. 188, Home link p.204-205
Activity Page 69 Dividing Unit Fractions by Whole Numbers
Fraction paper strips
Whiteboards and dry erase markers
Paper chart for the 3 introduction problems & strategies
Paper chart for practice problems & strategies
Dividing Fractions and Whole Numbers chart

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction ( 5 min.):
Give students the objective. Tell students.
Review key vocabulary: quotient, dividend, divisor displayed on the chart. Ask students to think-pair-
share what each means
Point students to the sentences frames for justifying their strategies and solutions printed on the
chart paper. Tell students to practice saying the sentence frames with their neighbor
Support: the above anchor chart is used as a support for the IEP students, ELL student, struggling math
students, and any other students who wish to use the chart as a reference during the lesson.

Body of the Lesson (__45___ minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
Launch
Tell students to solve the following problems. Say: you may use drawing, a number line or paper strips to
help you.
A 6-meter rope is cut into 3 equal pieces. How long is each piece? (2m)
!
A 1-meter rope is cut into 3 equal pieces. How long is each piece? ( m) "
! !
A -meter rope is cut into 3 equal pieces. How long is each piece? ( m)
# $
Support: to help students make sense of fraction division situations including IEP, ELL, and struggling
students, ask guiding questions like the following: What are we starting out with in this problem? What
equation could represent this situation? Remembering the whole, what is one of the equal parts?
Launch follow up - have students share out their solutions and strategies for problems 1-2.
Ask: What equations could we write to summarize our solution for problems 1 and 2? Record the
division equation. Ask: What does it make sense to use division for these problems? Have students
compare Problem 3 to Problems 1 and 2.
For Problems 1 and 2, record equation and ask students to identify the quotient, dividend and
divisor in each equation. Ask: How does the quotient compare to the dividend in each problem?
Refer to the vocabulary chart if needed
Review Problem 3. Ask: Do you think the quotient for Problem 3 is less than the dividend? Explain
that predicting the size of a quotient compared to the dividend is
one way to judge the reasonableness of answers.
Invite students to share out strategies for Problem 3. Include a
number line strategy for one of the share-outs. Ask students to
first state their solution then justify their answers. Emphasize that visual models can help students
interpret the problem.
!
Have students think: how can I split # into 3 equal parts? Explain that dividing the rope into 3 parts
! ! ! ! ! ! ! !
is like finding " of it, so we are trying to find " of # meter. " of # is the same as " * # or $
Encourage students who apply fraction-of reasoning to relate their result to division.
 Ask: How can we use multiplication to check this answer? The relationship between multiplication
and division can also be used to check results of fraction division.
Point out that students used number lines, partitioning, and the relationship between multiplication
and division to solve and check fraction division problems.
Explore
!
Pose problem: Carter, Chase, and Ben equally share & of a pan of corn bread. How much of the
pan will each person get? Ask: how can we write this problem as an expression?
Draw a picture to model and solve the problem for the students. Ask: how could we use the
picture to show how much each person gets?
Ask: How much of the whole pan will each person get? How do you know?
Say: We can see in the drawing how much each family member will get, but we need to
name it. How can we make it easier to see what part of the whole pan 1 piece is? Extend
the horizontal lines and circle 1 family member's share as shown in Figure 3.
Ask: What equation summarizes this solution. How can we check our answer? Have students
multiply using the method of their choice and summarize results with a multiplication number
sentence. Ask: Does our answer make sense? Why? Have students multiply using the
method of their choice and summarize results with a multiplication number sentence.
Tell students to turn to a neighbor and justify why their equation makes sense.
Support: circulate, monitor, and assist students as they complete the task. Provide sentence
frames for justifying and refer students including the IEP, ELL, and struggling math students if
needed, back to the anchor chart.
Practice have students independently work on journal page 188 (students solve real-world problems
involving division of unit fractions by whole numbers). Circulate and assist.
Support: Work with a small group at the back of the room. Include the IEP students, ELL student,
struggling math students, and any other students who wish to get additional support. For students who
struggle interpreting or solving fraction division problems, emphasize visual models and ask guiding
questions like the ones mentioned previously. Together solve the first several problems using the
whiteboard to draw representations and provide paper strips to the students which they can also use to
help them make sense of the problem.
o Advanced Learner support - give students who finish early, the extra practice Activity Page 69 -
Dividing Unit Fractions by Whole Numbers.
Homework (if you are assigning homework, what will it be?):
Everyday Mathematics Home link p. 204-205.

Closure (_10___minutes):
Have partners share their strategies including the models they used to solve Problems 1 and 2 on
page 188.
Monitor, select, and sequence student work for share-outs. Choose one concrete and one abstract
strategy to share. Ask: how do visual models helped you to solve the problems as well as the
equation that they can use to represent the problem. Ask students how we can use multiplication to
check our answers.

Part 3: Incorporating Academic Language

I. Describe the rich learning task(s) related to the content learning objective.
Students begin the lesson by solving three fraction number stories where they divide fractions by
whole numbers using drawn visuals and prior knowledge of fraction multiplication. During their
independent practice, students solve fraction division word problems that require students to use
mathematical reasoning to solve the problem using visual models and summarizing their work with
a written equation.
II. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in your
lesson plan that will scaffold students to stronger disciplinary discourse. The language function will
always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct, compare,
or argue.
Justify.

3. Language Demands: Looking at the specific function (purpose or genre) your students will be using,
what are the language demands that you will systematically address in this lesson?
Vocabulary: subject-specific words
Key to this lesson: quotient, dividend, divisor, solution, equation, division
Syntax1: using conjunctions (ex: by, because, so, which), in justification statements
I can show that my answer makes sense by ___.
The quotient will be ___ because ___.
Discourse2: orally justify strategies and solutions

4. Language Objective: What is/are the language objective(s) for your lesson?
Students will justify their strategies and solutions of fraction division problems by using
conjunctions such as because, by, so, or which.

5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

Review content vocabulary and
sentence frames for justifying
their solutions which are
displayed with additional visuals
on the Dividing Fractions and
Whole Numbers paper chart.
Refer students back to the chart Refer students to the paper
if needed. Ask students guiding chart and ask students guiding
questions as they work to questions if needed.
interpret and solve the problems:
What are we starting out with in
this problem? What equation
could represent this situation?
Remembering the whole, what is
one of the equal parts?

Fraction and Whole Number Division: Lesson Two

Grade: 5 Content Area: Mathematics Group Size: 32 Lesson Length: 60 minutes

 Part 1: Planning for the Lesson
A: Standards

II. Key Content Standard:

5.NF.7 - Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.

B. Objectives

I. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will use visual models to solve problems in which whole numbers are divided by unit
fractions.

Language Objective (transfer this from "Incorporating Academic Language"):

Students will justify their strategies and solutions of fraction division problems by using
conjunctions such as because, by, so, or which.

C. Assessments:

i. Informal assessment strategies you will use during class (What informal assessment strategies
will you use, what specific evidence will you see and/or hear and how will you note it?)

Assessment Strategy Evidence of Student Learning

Students will need to be able to make sense
of the operation required to solve the
problems and how it can be represented as
an equation. Students will have to use
strategies such as partitioning and visual
Monitor students as they work and share
models to represent their thinking and solve
their strategies from the warm up
for the solution. Students will be able to justify
problems
their solutions and strategies to a partner
using dividing fraction language. Students are
able to identify relationship between
multiplication and division can also be used
to check results of fraction division.
Students will need to represent and solve the
problems using visual models. Students will
Monitor student responses has they work
be able to justify how they used their
to complete the practice problems
representations to solve the problem as they
share their strategies with a partner.

ii. Written assessment you will use to determine, for each individual student, to what extent they
have met your learning objectives. (What evidence will you collect?)

Student Math Journals pages 191 & 192 will serve as the written assessment for this lesson. Students
should be able to use a model to accurately divide whole numbers by unit fractions in Problems 1 and 2 on
journal page 191. Students should be able to write an expression of the problem followed by a summary
equation with the solution. Students will need to demonstrate how they can check their answers using
multiplication. As an extra challenge, some students may be able to write an appropriate story in Problem 3
on journal page 192.

D. Lesson Resources/Materials
 Everyday Mathematics Grade 5 Unit 5-14 Teacher Guide
Everyday Mathematics Student Journal p. 191-192, Home link p.207
Activity Page 69 Dividing Whole Numbers by Unit Fractions
Fraction paper strips
Whiteboards and dry erase markers
Dividing Fractions and Whole Numbers chart
Paper chart for warm-up problems & strategies
Paper chart for practice problems & strategies

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_15__ min.):

Support: the above anchor chart is used as a support for the IEP students, ELL student, struggling
math students, and any other students who wish to use the chart as a reference during the lesson.
Project the following warm-up questions (which were taken from the homework page and put into
new contexts) and have students solve the problems one at a time on their whiteboards. Tell
students to draw a visual model to represent their thinking.
"
1. If Joel and Maddox equally share bar of chocolate, each person will get _____ bar of
'
chocolate. Write an equation to represent your work.
o Tell students: Talk to a partner about how you solved the problem.
Support: Ask guiding questions to IEP, ELL, struggling math students, or other
students who are having a difficult time solving the problem. Provide sentence frames
and refer to the chart as needed.
o Monitor, Select and sequence student strategies to share out
o Demonstrate the strategies including a visual on the board and prompt students to
provide an equation to represent the problem. Ask: What can we do to check out
answers?
2. Bridget wants to give 2 friends the rest of her Candy Hearts for Valentines Day. If Bridget
!
has box of Candy Hearts left, how what portion of the original box will each friend get?
"
o Follow the same steps as previously done for Problem 1 after students solve for
Problem 2.
Tell students that today the will continue solving fraction and whole number division problems and
specifically look at how we can divide a whole by fractional pieces.

Body of the Lesson (__40____ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Project the following word problem for students to solve on their whiteboards:
!
Sofi has 2 brownies to share with her friends. If she cuts each brownie , how many pieces of brownie
'
will she have to share?
Invite students to share their solutions and strategies. Ask: How did you use your representation to
solve this problem?
Encourage students to ask questions to make sure they understand one anothers strategies
!
Pose another problem: Eli has 3 yards of string. He needs pieces of string that are yard long to for his
#
!
yoyo. If Eli uses all 3 yards of string, how many yard pieces will he have?
#
Have partners work together to solve the problem. Encourage them to use drawings, number lines,
or paper strips as they work. When most partnerships have a solution, invite students to share their
strategies
 Represent 3 yards of string with a number line from 0 to 3. (see below). Split each yard into yard
!
segments. Count the number of yard segments in 3 yards. There are 6, so Eli will have 6 pieces.
#

!
Ask: what number model summarizes our solution? 3 =6 Why does division make sense here?
#
Ask: what do you notice about the size of the quotient? Point to the divisor in this problem is a
fraction.
Ask: Why is the quotient greater than the dividend when the divisor is a fraction? Have the students
restate others ideas in their own words to make sure that they understand why the quotient is
larger than the dividend.
Ask: What number equation summarizes the problem? Point out that the quotient, 8, is larger than
the dividend, 2. Ask: Why does it make sense that the quotient is larger than the dividend?

Tell students that today they will continue developing strategies for fraction division, focusing on problems
in which a whole number is divided by a fraction.

Practice have students independently work on journal page 191 and 192 (students solve real-world
problems involving division of whole numbers by unit fractions). Circulate and assist.
Support:
o Work with a small group at the back of the room. Include the IEP students, ELL student,
struggling math students, and any other students who wish to get additional support. For
students who struggle interpreting or solving fraction division problems, emphasize visual
models and ask guiding questions like the ones mentioned previously. Together solve the first
several problems using the whiteboard to draw representations and provide paper strips to the
students which they can also use to help them make sense of the problems.
o Advanced Learner support - give students who finish early, the extra practice Activity Page 70 -
Dividing Whole Numbers by Unit Fractions
Homework (if you are assigning homework, what will it be?):
Everyday Mathematics Home link p.207

Closure (__5____minutes):
Have partners share their strategies including the models they used to solve Problems 1 and 2 on
page 191 and 192.
Monitor, select, and sequence student work for share-outs. Choose one concrete and one abstract
strategy to share. Ask: how do visual models helped you to solve the problems as well as the
equation that they can use to represent the problem. Ask students how we can use multiplication to
check our answers.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

i. Describe the rich learning task(s) related to the content learning objective.
Students begin the lesson by solving two fraction number stories where they divide fractions by
whole numbers as review from the previous lesson, using drawn visuals and prior knowledge of
fraction multiplication. Students then solve whole number divided by a fraction word problems that
require students to use mathematical reasoning to solve the problem using visual models and
summarizing their work with a written equation.

III. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in your
lesson plan that will scaffold students to stronger disciplinary discourse. The language function will
 always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct, compare,
or argue.
Justify.

3. Language Demands: Looking at the specific function (purpose or genre) your students will be using,
what are the language demands that you will systematically address in this lesson?
Vocabulary: subject-specific words
Key to this lesson: quotient, dividend, divisor, solution, equation, division
Syntax3: using conjunctions (ex: by, because, so, which), in justification statements
I can show that my answer makes sense by ___.
The quotient will be ___ because ___.
Discourse4: orally justify strategies and solutions

4. Language Objective: What is/are the language objective(s) for your lesson?
Students will justify their strategies and solutions of fraction division problems by using
conjunctions such as because, by, so, or which.

5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

Review content vocabulary and
sentence frames for justifying
their solutions which are
displayed with additional visuals
on the Dividing Fractions and
Whole Numbers paper chart.
Refer students back to the chart Refer students to the paper
if needed. Ask students guiding chart and ask students guiding
questions as they work to questions if needed.
interpret and solve the problems:
What are we starting out with in
this problem? What equation
could represent this situation?
Remembering the whole, what is
one of the equal parts?

Fraction and Whole Number Division: Lesson Three

Grade: 5 Content Area: Mathematics Group Size: 32 Lesson Length: 40 minutes

Part 1: Planning for the Lesson

A: Standards
I. Key Content Standard:
5.NF.7 - Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.

B. Objectives
I. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students write and solve their own division number stories using fraction and whole numbers.

II. Language Objective (transfer this from "Incorporating Academic Language"):

The students will see clarification when they do not understand others explanations of their
solutions and strategies by asking clarifying questions that include words such as what and why.

C. Assessments:

i. Informal assessment strategies you will use during class (What informal assessment strategies
will you use, what specific evidence will you see and/or hear and how will you note it?)

Assessment Strategy Evidence of Student Learning

Students can solve fraction stories showing their
solution and strategy with representations or
drawings. Students will need to write an equation
to represent the problem and check their answer
Monitor students responses during
using multiplication. Students will also use
the check-in share-out.
clarifying questions as their classmates share
their strategies with the class to help them get
more information and make sense of each
others justifications or explanations of their work.
Students to create number stories using the
provided number sets. Students stories will need
to accurately represent the equation and the
number stories will be solved by their partner.
Students write a division number sentence to
summarize each solution and a multiplication
equation to check their answer. Students should
Monitor students as they work on
also check that the quotient is greater than the
writing and solving fraction division
dividend in each problem. After their partner
number stories.
solves the problem, they should take turn
justifying their strategies and justifying why their
written problem aligns with the given expression.
Students should be asking each other questions
to clarify their thinking as they discuss their
problems with their partner as well as during the
share-out.

ii. Written assessment you will use to determine, for each individual student, to what extent they
have met your learning objectives. (What evidence will you collect?)
The check-in given to students at the beginning of the lesson with serve as the written assessment.
Students will need to show that they can solve both a fraction divided by a whole number and whole
number divided by a unit fraction number story. Students will demonstrate that they can interpret the
problem, showing evidence of the strategy used through visuals and providing a summary equation and
well as proof that they can check their answers by using multiplication. Students will also need to justify
why their strategy makes sense in their written responses.
D. Lesson Resources/Materials
Everyday Mathematics Grade 5 Unit 5-14 Teacher Guide
Check-In, warm-up assessment
Number stories worksheet
Fraction paper strips
Dividing Fractions and Whole Numbers chart
Chart paper for warm-up problems share-out
Chart paper for number story share-outs

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_15__ min.):

Warm-up/ Check-In:
Give students the check-in handout (formative assessment)
Instruct students to solve fraction stories showing their solution and strategy with representations
or drawings. Tell students write an equation to represent the problem and check their answer using
multiplication.
Fraction unit divided by a whole number:
! !
1. Layla has # of a bar of chocolate. If she and her 4 friends share the # bar of chocolate
equally, how much of the whole bar will each person get?
Whole number divided by a fraction unit:
!
2. Chase has 12 meters of wood. He wants to cut the wood into "
meter pieces to chop
!
for his karate class. If he uses all 12 meters of wood, how many " meter pieces of wood
with Chase have?
Circulate, monitor, and assist students who need support. Select student strategies to share-out.
Before beginning the share-out, review the key terms and sentence frames listed on the paper
chart from the previous 2 lessons
Present the term clarify and sentence frames students reference as respond to classmates
problem solving explanations or justifications. Think-pair-share, asking: why would it be important
to know how to ask clarifying questions. Why do we ask them? Emphasize that by asking clarifying
questions, it helps them get more information so they can make sense of each others justifications
or explanations of their solutions or strategies.
Support: the above anchor chart is used as a support for the IEP students, ELL student, struggling
math students, and any other students who wish to use the chart as a reference during the lesson.
Warm up Share-out: Have the two questions written on chart paper and record student strategies
during the student share-out. Encourage students to ask clarifying questions as their classmates
share-out.

Tell students theyre going to continue practicing fraction division today and later theyll have the
opportunity to create their own fraction stories.

Body of the Lesson (_20_ minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.

Tell students that it can be helpful to create story contexts to make sense of division problems, and
!
demonstrate with the first problem. 5
"
Record the number story on chart paper for students to refer to later in the lesson
 !
Think aloud: Why would 5 of something be split into s? Flour usually comes in 5-pound bags.
"
!
Maybe a restaurant has a 5-pound bag of flour and they use pound of flour each time they make
"
!
a batch of pancakes. Dividing 5 by would tell me how many batches of pancakes the restaurant
"
can make with the 5-pound bag of flour. Explain that one way to model this problem would be to
!
draw 5 rectangles to represent 5 pounds and split each rectangle into s. This model could then be
"
used to solve the problem.
!
A restaurant has a 5-pound bag of flour and they use pound of flour each time they make a batch
"
of pancakes. How many batches of pancakes can the restaurant make with the 5-pound bag of
flour?

Invite students to create number stories for the remaining division problems and record them on their
handout worksheets. Tell students they can use paper strips and drawn visuals to help them interpret the
! !
problem. 4 2
$ &
Have partners work together to model and solve the number stories. Have them write a division
number sentence to summarize each solution and a multiplication equation to check their answer.
Students should also check that the quotient is greater than the dividend in each problem. Ask
volunteers to share strategies and solutions. Encourage students to ask each other questions to
clarify their thinking.
Circulate, model and assist
Support: if students including the IEP, ELL, and struggling math students require additional
support, bring them to the back of the room and guide them through the task. Draw visuals for the
problems and ask the students guiding questions, allowing them to build a number story as a
group.
Monitor student work and select student strategies for sharing out.
Share-out: Invite students to summarize the models and strategies they can use to divide whole
numbers by unit fractions. Be sure the list includes paper strips, number lines, drawings, and
thinking about how many of the divisor fit in 1 whole and multiplying. Tell students to use these
models and strategies to solve the problems.

Closure (__5____minutes):
Have students discuss the differences between dividing 5 by and dividing by 5. Help them
think about the size of each quotient compared to the dividend and to consider what drawings or
models they might use to solve each problem.
Encourage students to ask questions to help make sense of one anothers thinking.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

i. Describe the rich learning task(s) related to the content learning objective.
Students write number stories to reflect the given expression and solve their partners number stories
they created, making sure to ask their partner clarifying questions as they interpret the problem.

ii. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to systematically
address in your lesson plan that will scaffold students to stronger disciplinary discourse. The
language function will always be a verb. Some examples are: describe, identify, explain, justify,
analyze, construct, compare, or argue.
Clarifying questions.
IV. Language Demands: Looking at the specific function (purpose or genre) your students will be using,
what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: dividend, divisor, quotient, expression
Syntax5:
Discourse6: Orally asking clarifying questions.
What do you mean by _____?
Can you clarify why you _____?
In other words, you are saying that _____.

V. Language Objective: What is/are the language objective(s) for your lesson?

The students will see clarification when they do not understand others explanations of their solutions
and strategies by asking clarifying questions that include words such as what and why.

VI. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

Teacher explain how and why we
should use clarifying questions
and gives sentence frames (now
included on the poster) and
examples. In addition, the teacher
will review the content vocabulary
on the Dividing Fractions and
Whole Numbers paper chart.
Refer students back to the chart if Refer students to the paper
needed. Ask students guiding chart and ask students
questions as they work to interpret guiding questions if needed
and solve the problems: What
wonderings do you have about
your partners strategy? Does it
align with yours? Were you able to
solve their number story?