Lesson Plan:

# Vegetable Soup: Combinations of Numbers

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Grade
Subject
Standards
November 12, 2015

## Learning Objectives

Students will be able to use addition through various combinations of numbers up to 10.

## Lesson

### Introduction (5 minutes)

• Ask students to help you prepare vegetable soup. Imitate going to the grocery store to purchase vegetables.
• Then, have all the students use their imagination to pretend to pour water in a pot to cook vegetables.
• Show students how to imitate chopping up vegetables, scooping them off of the chopping board and into the water.
• Remind them to wait for the water to boil in order for the soup to be able to "cook."
• In the meantime, pretend to add salt, pepper, water, and other ingredients for extra flavor.

### Explicit Instruction/Teacher Modeling (15 minutes)

• Model how to use scissors to cut out vegetables and a soup bowl from the construction paper.
• Use orange construction paper to cut rectangular shaped carrots, red construction paper to cut circular shaped tomatoes, and a darker shade of construction paper to cut a pre-traced half circle-shaped soup bowl.
• At tables, show students how they will be making their very own vegetable soup.

### Guided Practice/Interactive Modeling (10 minutes)

• Show examples of different combinations, or variations, to all students, such as four tomatoes and two carrots or three carrots and two tomatoes.
• For these different combinations, show the number sentences on the board, such as 4 + 2 = 6 or 3 + 2 = 5.
• Also write this as a full sentence using words. For example: four tomatoes plus two carrots equals six vegetables.
• It also may be helpful to use colored dry erase markers (red and orange) to draw pictures of the vegetables for students who are more visual learners.

### Independent Working Time (10 minutes)

• Have students sit at their tables and cut out vegetables.
• Instruct your students to glue vegetables onto the soup bowls to create different number combinations.
• Make sure all students are using at least two different vegetables in order to demonstrate their knowledge of addition.
• Once glue has dried, introduce addition combinations to students, and have them write combinations on the back of their soup bowls, such as 4 + 2 = 6.

## Extend

### Differentiation

• Enrichment: For students seeking more of a challenge, add a third vegetable into the mix. For example, if broccoli is added into the soup, more advanced students could write number sentences involving three vegetables, such as 4 + 2 + 3 = 9.
• Support: Ask your students to write the total number of vegetables instead. For example, a student who pastes 2 tomatoes and 1 carrot may want to write 3, representing the total number of vegetables rather than the full number sentence.

## Review

### Assessment (10 minutes)

• Ask students to tell you what a number sentence is. Record all responses to see if students grasp understanding of the concept.
• Create a checklist to record student knowledge of what each symbol represents (plus sign, equal sign, etc.).
• Record their knowledge of what each symbol is and/or what it represents.

### Review and Closing (10 minutes)

• Have students sit around a "sharing stool" or something similar to tell their classmates what kind of combinations they came up with.
• Instruct selected students to show their soup bowls to the class and share how many of each vegetable they put in their soup.
• Direct them to also tell how many vegetables this number combination resulted in altogether.