HighLevelMathTask

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.