# Feast for 10

There  are  10  kids  sitting  at  the  lunch  table  at  school.   How  many  kids  are  boys  and  how  many  are  girls?  Show  as  many  ways  as  you  can.

Centreville Group_Lesson_study_Ppt

Goals:

Task: There are 10 kids sitting at the lunch table at school.  How many kids are boys and how many are girls? Show as many ways as you can.

Students will be able to represent their thinking using mathematical models in order to demonstrate understanding of combining two sets. In this kindergarten lesson, students will understand the concept of combining two sets and be able to represent at least one model with a sum of 10. Students are learning to communicate their learning and understanding by using models and explaining them to their peers and teachers.  Students who are able to use models to represent their thinking are more flexible in their mathematical strategies and are able to solve problems in multiple ways. As students manipulate numbers with models and in problem solving tasks they will develop a stronger sense of number relationships.

After our pre-lesson discussion, we decided our goal for the lesson would be for students to show as many combinations of 10 as they can find.

Students’ prior knowledge should include the ability to orally count a set of 10 or fewer objects with one to one correspondence and the ability to make one or more groups that represent a quantity up to ten. The problem in this lesson also requires that students have some familiarity with a group sitting around a table (e.g., cafeteria table, classroom table, dinner table, etc.). They also need to understand the vocabulary of boys and girls.

To access students’ prior knowledge we will ask questions such as:
How many do you see in this group?
How do you show (a given number)?
Count from 1 to 10 or count from a given number to 10.
If two students each have some candy, how can you find out how much candy they have all together?
When we go to the cafeteria, where do we sit?
How do we sit in the cafeteria?
Where are some places that we sit in groups?
How many boys and girls are at your table group?
What is a group?
Can you have a group of 1 or zero?

Anticipate:

Kindergarten students may use a variety of mathematics manipulatives to represent their thinking. Some manipulatives they may use are: connecting cubes, bear counters, two-sided counters, fingers, tens frame, write numerals, or draw a picture. Using any of the materials above, students may solve the problem using one of the following strategies:

1. Count one object at a time beginning with the number one. Students using this strategy may move the objects into groups first and then count from one to ten or they may count ten objects and then move them into groups. There may or may not be organization to their groupings (e.g., groups may be 5 and 5, 6 and 4, 8 and 2, 1 and 10, in random order).
2. Count a set and then count on to 10. For example, a student may count 4 and then count on to determine the second group of 6. Students using this strategy may or may not have an organized method of determining the beginning set.
3. Begin with a known addition fact for 10. Students that use this strategy may only know one fact and will only have one solution method. Some students that use this strategy may begin with the known fact and then manipulate the addends to create additional facts. For example, the known fact may be 5 and 5 which could then be manipulated to be 6 and 4 or 7 and 3.