Rita’s Garden

A story about students using math to solve real

problems

By Jesse Belitz
 Rita’s Garden
Written and illustrated by Jesse Belitz. All images
were retrieved from the public domain.

Pennsylvania Common Core Standards that can be

aligned with this math story:

CC.2.3.HS.A.14
Apply geometric concepts to model and solve real
world problems.

CC.2.1.6.D.1
Understand ratio concepts and use ratio reasoning
to solve problems.
 One afternoon, a group of sixth-graders was sitting in

a classroom when their teacher asked a surprising ques-

tion.

“Class, today we are going to brainstorm ideas for taking

our math outside of the classroom. Our focus when doing

this is to help others. What are some ways we can help

our city?” Mr. Rodriguez asked.

1
 Basketball!

After some time thinking, several students began

shouting answers. “A basketball game!...A lemonade

stand!...A carnival!” However, none of these appealed

to Mr. Rodriguez. He wanted something that would

best help the community.

2
 After more suggestions, Rita raised her hand

softly and suggested, “I know the after-school

program has been talking about making a com-

munity garden…maybe we can help with that?”

she asked, with some uncertainty.

3
A smile came across Mr. Rodriguez’ face. “That

sounds like a very cool idea, Rita!” He was nerv-

ous, though, that this may be something bigger than

his class of sixth graders can handle. “I’ll talk with

the principal and leader of the after school pro-

gram and see if we can put together a plan and a

budget.”

4
The next day, Mr. Rodriguez returned with great news. “The gar-

den has been approved! However, class, we have some limitations

that will need to be kept in mind.” He went on to explain the pe-

rimeter requirements set by the city. The total area of the garden

could not be more than 350 square feet. “Can you guys work to-

gether and find some possible length and width combinations to

plan fencing for the garden?

L+L+W+W>350

5
After the dimensions of the garden were figured out, the

number of plots had to be taken into consideration.

Based on advice from the local Garden Club, the class

decided to plan for 200 plots, or growing 200 different

plants. After surveying the community members who

would be using the garden about what type of vegetable

to be planted, percentages were gathered.

6
After adding all responses, it was found that

20% of the plots would be used for tomatoes,

and another 20% for cucumbers. How many

tomato and cucumber plants will be planted?

What percentage of plots remain for planting?

7
With 60% of the plots remaining, or 120 plots, the stu-

dents could now begin to figure out the rest of the

plants to be planted. It was then explained that 10% of

the total plots would be for peppers, 10% for onions,

and 10% for peas. How many plots would be used for

each of these vegetables?

8
With 30% of the plots remaining, Mr. Rodriguez made a proposi-

tion. “I’ll tell you what, class. If we can all figure out how many total

plots are left with 30% of the 200 plots, we can then divide those up

to grow produce of your choice, then we can use them to make

meals for the community when it comes time to harvest. How

many plots are left with 30% of the original 200?”

“How can we compute the amount of remaining plots? What

are some strategies we can use to find 30% of 200?” Mr. Rodriguez

asked.
9
Several suggestions were given, and the class eventually

completed the calculation, reaching the correct product

of 60 plots. “Great! Now, how many of each vegetable

should we plant?” The class eventually agreed to plant 10

plots for carrots, 10 for potatoes, 20 for lettuce, 10 for

onion, and 10 for peppers.

Multiply
by 0.3! Set up a
proportion!

10
Now that all the planning was complete, Mr. Rodriguez was able to

acquire all the building materials and prepared the fencing to be

ready to be installed with the class’ help. While any combination of

products that produced an area of 350 square feet would have

worked, the class reached the conclusion to build a fence that was 25

feet x 14 feet. “What are some other dimensions that would work,”

Mr. Rodriguez asked. Other pairs of products were given.

They dug each of the 200 mounds over several math class peri-

ods, and invited community members to plant the seeds of the vari-

ous produce that had been selected to be planted!

11
When the students returned as seventh graders in the fall,

Mr. Rodriguez joined his gardening group to harvest the

vegetables. They then decided to make soup and salad for

the senior citizens at the nearby community center, during

which they were required to figure proportions and ratios

for the recipes to enlarge them. But THAT was a whole

other problem…
12
 The End
For use in the classroom, try pairing story with rubber bands and
geoboards, or geogebra.com.

Students can complete similar problem-solving tasks using these

skills in a variety of settings. Practice measurement on a small
scale to reinforce fundamental skills. Take the problems beyond
percentages and use proportional reasoning to solve real problems.

For a look into some tools I have learned to use in the classroom,
visit www.JesseBelitz.weebly.com