NCDPI – AIG Instructional Resource: Background Information

Resource Title: Let The Chips Fall
Subject Area/Grade Level (s): Math/Kindergarten / Time Frame: 2/ 30 min. sessions
Common Core/ Standard Addressed:
Counting and Cardinality
Know number names and the count sequence.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of beginning at one).
K.CC 3 Write numbers 0-30. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects
K.CC 5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangle array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out as many objects.
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Mathematical Practices
2.Reason abstractly and quantitatively.
4. Model with mathematics.
Additional Standards Addressed: NA
Brief Description of Lesson/Task/Activity: Students will work with partners to put chips into a bag of a certain number between 11 and 30. The chips will be a different color on each side. Once the chips fall out of the bag the student will see different combinations that make the same number. They will record 4 combinations for each number.
Type of Differentiation for AIGs (include all that apply): Enrichment x Extension x Acceleration
Adaptations for AIGs: x Content x Process Product
Explanation of How Resource is Appropriate for AIGs: This activity is appropriate for AIG students because it allows students a chance to discover many different combinations using a ten frame that would result in the same answer. The students will make a connection between the number of chips in the bag and the end result. They will also discover that the same numbers can be made from different colors.
Needed Resources/Materials:
·  Multi- colored paper (a different color on each side). You can laminate two pieces of paper together. Cut them into small circles.
·  One paper bag per pair of students
·  Recording sheet-2 small ten frames for each number (see below)
·  Markers or crayons that match the color of the chips to record with on the ten frame.
·  Math journal
Sources: This activity is adapted from Investigations, “Toss the Chips”. (Pearson Education K, Unit 4, Measuring and Counting)
TEACHER NOTES: It will be very important that you model this activity with your AIG students before you have them do it independently. The students working with a partner will be able to support each other after you have finished. In their journal they will write about what they noticed as they worked through the math.

NCDPI AIG Curriculum Resource Outline

STAGE ONE: Engage
Hold up a brown bag and ask the students what they think is inside. Invite a student to be your partner. Then dump the chips inside the bag out on the table. Ask the students what they think you should do with the chips. Then count the chips. Bring the students to the understanding that you should sort the chips by color. Have 2 large ten frames ready on chart paper or on a white board that you can color circles in. Next count your first pile of chips. Using that colored marker, color in that many circles on the ten frame. Then have the student that is your partner color in the other number for the other pile. When you are finished put all the chips back in the bag. Then explain that the students will work with their partners to do this 4 times for each number 11-19. They must show you the 4 combinations they came up for 11 before they can do the number 12 and so on until they have 19 chips in their bag. Let them know that you expect them to do their best work and to make sure their work is neat and readable.
STAGE TWO: ELABORATE
After you have modeled the lesson and how to color in the ten frames. Give students the worksheet below. (four sets of two small ten frames for each number 11-30 ) and a bag with 11 two colored chips inside. After they have done their four combinations for 11. They can add one more chip and make 4 combinations for 12. They will begin to see that there are several ways to make numbers larger than 10.
Guiding Questions: Why are there many different combinations for the same number? What would happen if there were 3 colored chips in the bag? What does what you know about 10 help you to understand about the numbers 11-30?
STAGE THREE: EVALUATE
Formative Assessment will occur when the students show you their 4 ten frames. If they are making combinations that are correct and varied then they are on the right track. You will also evaluate how well they are working with a partner. Check that both students are counting piles and marking the answers. Check that both students are agreeing on the combinations.
Summative Assessment will occur when the students have finished all the numbers 11-30 and can talk about these larger numbers in relation to their understanding of place value.
TEACHER NOTES: When the students have finished this math task they can write in their math journals. Have them write about how this task helped them understand different combinations for the same number.


Let the Chips Fall

Names of students______

The number ______(teacher places a number 11-30)

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project