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# Peas and Carrots...Carrots and Peas

Lesson 1 of 12

## Objective: SWBAT find combinations for 7 and 8. SWBAT use the commutative property as a strategy to find combinations.

#### Opening Discussion

*10 min*

**Present Problem:**

Yesterday, I was feeling hungry. REALLY hungry. All I wanted was some peas and carrots. But I had a problem. I have this special kind of spoon that I cook with, and this spoon can only hold 7 vegetables. So today, I need your help figuring out all the different ways I can put together a group of peas and a group of carrots to make 7 vegetables in total.

**Define the terms:**

- Whole: I can only have 7 vegetables in my spoon. 7 is my whole, or ho w many I have in all.
- Part: I need you to imagine that some of them are peas and some of them are carrots.
- How many peas would I have? How many carrots? The number of peas is 1 part, the number of carrots is the other part of the number 7.

**Who has an idea for how I could figure out one way? **

After one student shares a strategy, I'll have everyone “test it”. My guess is most kids will do fingers first.

**Guiding Questions:**

- Are there 7 in total?
- Which fingers represent how many peas? Which fingers represent how many carrots?
- Now let’s look at it with green and orange cubes. How many green cubes do I need? How many orange?
- How many in total?

**Record strategy:**

- Think Aloud: I know that we are putting 5 and 2 together and when we put numbers together, we need a +sign, so I am going to write 5+2 next to this picture. We will put all the ways we found on our chart at the end of class.
- I will draw 5 orange cubes on this side, and 2 green cubes on this side. I am going to show how I counted them to prove that I have 7 in all.

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**Watch the video for how I did the middle portion of this lesson! Included is the chart the class made together!**

Also, see the attached document for the worksheet we used.

#### Resources

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#### Independent Practice

*15 min*

**See the video for how I differentiated the independent practice of this lesson!**

Also, all documents needed for independent practice are in the attached pdf.

#### Resources

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#### Debrief and Closing

*10 min*

After independent practice, we will review our learning objective and I'll have students come back and share their combinations with the class. We will create a class chart to post of all of the combinations we found.

I'll chart these combinations intentionally (similar to the way I charted them in the strategy share). I'll chart so that students will notice the commutative property. In other words, 3 + 5 will be right next to 5 +3.

After we chart all of the ways we found, I'll have students turn and talk to discuss what they notice about the combinations.

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: Peas and Carrots...Carrots and Peas
- LESSON 2: Crayon Box Combinations
- LESSON 3: Wave a Magic Wand
- LESSON 4: Mathematical Symbols
- LESSON 5: Making the Minus Make Sense
- LESSON 6: Mixing It Up
- LESSON 7: There were 15 zombies...
- LESSON 8: Flip Flop
- LESSON 9: Opposites Attract
- LESSON 10: Thanksgiving Fact Family
- LESSON 11: A Grinchy Christmas
- LESSON 12: Toymaking with the Elves