##
* *Reflection:
Ten Apples and Bananas - Section 3: Finding Combinations for 10 Apples and Bananas

I have included 5 different examples of student work. No one in the class found all of the combinations of 10. Although I wasn't looking to have students achieve this, it showed me that the students are thinking about "Flip Facts." In other words, if there were 4 apples and 6 bananas, then there could also be 6 apples and 4 bananas. I will take the time to introduce this to Matthew. His work is included in the resources section. You can see that his work is organized and he knows his compliments of ten. However, he is not making use of structure in applying the idea that 6+4 is the same as 4+6.

Jack's work is an example of a student who is still drawing the apples and bananas. He has now approach for figuring out his solutions other than guess and check method. However, he does come up with 5 combinations (two are on the back of his page) and he wrote an equation for each one.

Cooper's work is an example of a student who created his combinations with cubes and drew the cubes on the paper. Similar to Jack, his method is that of guess and check. Cooper also found 5 combinations (the others are on the back of his sheet).

Soren and Hannah are examples of students that I want to check back in with tomorrow. I will do this while center time is going on. With Soren, I will set up her 6+4 combination with cubes and then ask her to find other combinations. I want to see how she proceeds and guide her from there. Hannah is someone who still needs help with her organization and ability to record what she is thinking. I had observed her during the work time and she had the right idea but lost her focus and stamina when she needed to record what she did.

*All of this work in labeled by name in the resource section.

*Reflection of Students Work*

# Ten Apples and Bananas

Lesson 5 of 7

## Objective: SWBAT solve word problems using complements of 10.

### Thomas Young

## Big Idea: The magic spoon is back and its scooping more than last time. Students figure out the combinations of apples and bananas that I could have had on my breakfast plate.

*60 minutes*

### Thomas Young

#### Warm Up

*5 min*

Have a student choose a number from the number card deck (1-30) and mark it on the number line. Then as a class start with the number 1 and rote count to the selected number. This is the Start At, Stop At activity that was explained in lesson: http://www.cc.betterlesson.com/lesson/491895/start-at-stop-at

*expand content*

#### Ten Apples and Bananas

*10 min*

I start the lesson by singing the Raffi song Apples and Bananas. I want to trigger a connection to the Seven Apples and Bananas activity that we did two days ago (http://www.cc.betterlesson.com/lesson/513531/seven-apples-and-bananas). There is a link, in this sections resources, of the class signing part of the song.

After the song, I ask the students if they remember the other day when we did the Seven Apples and Bananas activity. I remind them that my special spoon only held seven pieces of fruit. I tell them that we are going to do the same activity but this time my special spoon will hold 10 pieces of fruit.

Remind them how they found combination for 7 in all last time and that their job today is to find at least two ways for 10 in all. While doing this activity, the students are making sense of the quantities of ten and the relationships of the combinations that make ten (CCSS.Math.Content.1.OA.C.6 & **CCSS.Math.Practice.MP2)**.

#### Resources

*expand content*

Hand out a copy of the 10 Apples and Bananas sheet to each child. This sheet can be found in the resource section. Students should find a spot in the classroom where each child can solve this on their own. There is also a video of a student solving the problem. In this case he is using a pattern to create a combination of 10. This is one example of a student using the cubes to work on a solution. The students are modeling their thinking with numbers and equations (on their recording sheet). The use of equations is an example of CCSS.Math.Content.1.OA.D.7. This is an example of them modeling with mathematics (**CCSS.Math.Practice.MP4).**

If students finish early, he/she can play the activity Coin Flip. It is explained in this lesson: http://www.cc.betterlesson.com/lesson/516339/penny-flip

*expand content*

#### Wrap Up

*15 min*

I start by having all of the student gather on the carpet, in a spot where they can see the chart I prepared entitled Ways To Record 10 Apples and Bananas (see section resource Ways to Record image). I let them know that I noticed the different ways that students were recording their thinking. I then explain that I am going to call on different students (I have identified while kids were working on the problem) to come up and share how they recorded their thinking. I make sure that each approach is represented. There is a two part example, in the section resource, of a student doing this. The first part is him starting to draw the cubes and the second part is how he counted and came up with his equation. The students are engaging in **CCSS.Math.Practice.MP6 **sharing their thinking and explaining their approach to others.

*expand content*

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing