Professional Documents
Culture Documents
SolutionTool
Name:OliviaHallac
HighLevelTask:Making10
Probingquestionsforthistaskmightbe:
1.Howcanwemake10?
2.Aretherewayswecangetto10usingtwoormorenumbers?
3.Howcanwemake10usingdifferentcoloredcubes?
task1cardssolution
Givethestudentscardsfromadeckincluding:2,3,4,5,6,8
++
Followupquestionsthatprobestudents
understandingofthissolution.
Arethereotherwaystomake10not
representedbythesecards?
Didyouusethenumbersandthepictures
onthecards?
Howdoyouknowthecombinationofcards
makes10?
Followupquestionsthatextendoradvance
studentthinkingaboutthissolution.
Whatifwehadbiggernumbers,wouldwe
stillbeabletomake10?
Doesitmatterifthecolorsmatch?
Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsmaythinkthecardshavetomatchinordertoadd.
Studentsmaybeconfusedbecausetherearenottangibleobjectsprovided.
Task2cubessolutions
10cubesofonecolor.
9cubesofonecolorand1cubeofadifferentcolor.
8cubesofonecolorand2cubesofadifferentcolor.
7cubesofonecolorand3cubesofadifferentcolor.
6cubesofonecolorand4cubesofadifferentcolor.
5cubesofonecolorand5cubesofadifferentcolor.
Followupquestionsthatprobestudents
understandingofthissolution.
Ifwedontconnectthecubescanwestill
maketen?
Ifwehad4blueblocksand6redblocksis
thatthesameas6blueblocksand4red
blocks?
Howdidyouorganizethecubestokeep
trackofthenumberofcubesyouneed?
Followupquestionsthatextendoradvance
studentthinkingaboutthissolution.
Ifwehavemorethan10cubeshowcan
wegetto10?
Ifweconnectmoreblocksto10what
kindsofnumberscanwemake?
Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsmaybedistractedbythenumberofcubesavailabletothemandjustlinkmanytogether
withoutcounting.
Studentsmaymisunderstandonetoonecorrespondencebetweenobjectsandnumbersand
miscount.
Task310sframe
Usetwodifferentcolorstoshowmehowtomake10andwritewhatyouchosetorepresent.
10+0=10
2+8=10
3+7=10
4+6=10
9+1=10
Flippedequationsarealsoacceptablei.e.4+6or6+4
Followupquestionsthatprobestudents
understandingofthissolution.
Howdidyouknowwhichnumberstowrite
underneathyourtensframe?
Doesitmatterwhatorderyouwritethe
numbersinforyourequation?
Whereisxinthetensframe?Whereisy?
Followupquestionsthatextendoradvance
studentthinkingaboutthissolution.
Doesitmatterwhereyouplacethe
differentcolorsonthetensframe?
Doesthisrepresentnumbersotherthan
ten?
Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Studentsmaycoloralltheboxesinthesamecolorandnotrealizeitsignifiestheadditionof
zero.
Studentsmayrecordtheirequationincorrectlyincorrespondencetowhattheycolored.
Somegoodquestionsthathelpstudentsengageinconnectingthesesolutionsare:
1.Whatdoallofourdifferentcentersshow?
2.Istheremorethanonewaytomake10?
Iconsiderthistasktobehighlevelbecausetherearemanywaysinwhich
studentscanreachasolution.Sincetherearesomanydifferentsolutionsstudentsshould
beabletodefendandrationalizehowtheycametotheirs.Mymentorteacherhadgiven
meaworksheetcalledDrawandCountfromtheGO!Mathseries.Theworksheethad
threeadditionproblems:8+_=10,7+_=10,and6+_=10.FromthisworksheetIchoseto
basemyhighleveltaskincreating10.Idecidedthatinordertotransformthisintoa
highleveltaskIwouldallowthestudentsthelibertytocompose10intheirownways.
ThestandardforalessonsuchasthiswouldbeCCSS.MATH.CONTENT.K.OA.A.3
Decomposenumberslessthanorequalto10intopairsinmorethanoneway,e.g.,by
usingobjectsordrawings,andrecordeachdecompositionbyadrawingorequation
(e.g.,5=2+3and5=4+1).Thegoalforthislessonderivedfromthestandardwould
bestudentscancomposenumberstoequal10inmorethanoneway.Thestudentswill
learntherearedifferentwaystomaketenbycombiningdifferentnumbersindifferent
ways.
Theimportantmathematicalideasunderlyingthistopicareadditionand
subtraction.Fiveredcubescombinedwithfivebluecubeswillmaketencubesall
togetherthisisaddition.Ofcourse,afurtheroperationunderlyingthistopicwouldbe
multiplication,i.e.twogroupsoffiveequalstenandthereforefivetimestwoequalsten.
Thesemathematicalideasareveryimportantfortheseyoungstudentsbecauseasthey
progressintheireducationtheywillcontinuetoencountertheseoperations.Inaddition,
studentswillusetheseoperationsinlifeoutsideofschoolandthereforeitisanessential
skilltounderstandthesemathematicalideas.
IunderstandthistopicandthereforeIbelieveIwillbeanassettomystudents.I
willhelpguidetheirthinkingandunderstandingaswilltheirpeersaroundthem.I
assumesomeofmyhigherachievingstudentswillunderstandthistaskbutmaking10in
alldifferentwayswillbebeneficialtoallstudents.Usingdifferentmanipulative
resources,studentswillachievethegoalandobjectiveofthislessoninunderstandingthat
10canbecomposedmanyways.