November 12, 2015
by Chris Herman

Lesson plan

Vegetable Soup: Combinations of Numbers

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Grade Subject View aligned standards

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

(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.
(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.
(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.
(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.
(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.
(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.

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