Vegetable Soup: Combinations of Numbers
Students will be able to use addition through various combinations of numbers up to 10.
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.
- 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.
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.