[jjacobi]

Thanks for the feedback. I’m less concerned about equations being “constrained” to one, but more whether kids are expected to be able to read a number story and write one number sentence to represent it. At this point in third grade, it seems it would be much more natural for kids to use two or more number sentences. For example, in the sample problem I provided above, take this number story:
Julie had 7 bags of apples. Each bag contained 3 apples. She gave one apple to Amanda. How many apples does she have left?
Most third graders I know would write two equations: 7 x 3 = 21, and then 21 – 2 = S. It is a more advanced process to see this equation as a single number model: 7 x 3 – 2 = S. It gets even more complicated if we expect them to interpret a number story that involves application of the order of operations (which, of course, they are expected to apply correctly), or where the unknown amount is the start or the change.
Is the intent of the standard that kids must be able to represent a multi-step number story with one equation?

[jjacobi]

I would really appreciate any feedback you could offer on this topic. I am unsure whether I should expect my third graders to be able to write a single number model to represent a two-step number story, or if two equations are acceptable. My colleagues and I interpret the expectation of this standard differently. Thank you so much.

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