Task Teacher Guide

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In This Task

Students will estimate the number of bowling pins knocked down. Then students will build initial understanding of ten by exploring bowling pins and the vicious 7-10 split. 

Intentionality

In this task, students will explore combinations of ten in a context through an estimation prompt. This will allow for an opportunity to recognize 10 as an anchor and the relationship between the numbers that compose to make 10.

Big ideas of the unit:

• Understanding hierarchical inclusion allows for flexible composing and decomposing of numbers
• Numbers can be decomposed by separating a whole into two or more parts
• Addition names the whole in terms of the parts: when the parts of a set are known we call it addition
• Different addition situations will elicit different strategies
• Number relationships provide the foundation for strategies to help students remember basic facts
• Commutative and Associative property of addition can be used to help learn facts
• Models can be used to connect concrete to abstract

Spark

What Do You Notice? What Do You Wonder?

Show students the following video:

Then, ask students:

What do you notice?
What do you wonder?

Ask the students to share some of their notice and wonderings with their neighbours for about 60 seconds.

Finally, allow students to share with the entire group. Be sure to write down these noticings and wonderings on the blackboard/whiteboard, chart paper, or some other means to ensure students know that their voice is acknowledged and appreciated.

Some of the noticing and wondering that may come up include:

• It is a bowling alley
• All of the pins were knocked down in one shot
• All of the pins down is called a strike
• There are ten bowling pins
• 10 bowling pins knocked down
• The ball is rolling

Estimation: Prompt

After we have heard students and demonstrated that we value their voice, we can land on the first question we will challenge them with a quick estimation prompt video:

Then students will be prompted with the following estimation prompt:

How many bowling pins are still standing up?

Make an estimate.

Allow students time to look at the final picture. Consider removing the picture after a short amount of time (5 seconds) to encourage students to make that estimate rather than giving too much time for them to count each one. If students need to see the picture again to confirm an estimation, then show the picture again.

It might be helpful to remind students that there are 10 pins in each lane before the shot. Consider asking students before asking for their best estimate in order to help them come up with a more reasonable estimate:

What number of pins knocked down would be too low?

What number of pins knocked down would be too high?

Encourage students to share their estimates, however avoid sharing their justification just yet. We do not want to rob other students of their thinking.

Estimation: Update & Reveal

Share the following estimation reveal video:

Celebrate student estimates that were very close to the actual number of cars using a routine of your choice as we head into the sense making portion of this lesson.

Sense Making

Crafting A Productive Struggle: Prompt

Next, we will leverage storytelling in combination with a silent animation video as a means to create context for students.

Here is a potential script you could use to create the storyline while playing the video down below:

Over the weekend I went 10-pin bowling. It was a great game until I hit a shot known as the “7 – 10 split”. This shot is considered one of the hardest shots in bowling.

Facilitator Notes: In 10 pin bowling, the bowling pins are set up in a triangle arrangement and each pin is referred to as a number 1-10.

The “7-10 split” refers to the 2 bowling pins in the back left and back right of the lane that are still standing after the first shot. They are pin #7 and pin #10. So the name comes from the fact that after the shot, those two pins are still standing.

This shot is so tricky because it is hard to get the ball to hit one of the pins and then go across the lane to hit the other pin.

Picture below for reference:

Below is the video you can play while verbally sharing the storyline regarding the 7-10 split. As the video is playing be prepared to pause the video after the prompt:

How many pins?

Pause video to confirm with students that there are 10 pins standing. Consider asking students how they knew there were 10 pins:

Possible responses:

• count by 1s
• count by 2s
• subitized small amounts and added them together

It is necessary for the students to know that there were initially 10 pins before continuing to play the video. The next part of the video reveals the struggle prompt:

How many pins were knocked down?

During Moves

While Students Are Productively Struggling

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Student Approach #1: Direct Modeling and Counting All

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Student Approach #2: Adding up using fingers

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Student Approach #3: Pictorial and direct modelling with a ten frame

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Student Approach #4: Known fact

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Student Approach #5: Subtraction

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Next Moves

Consolidation: Making Connections

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Reveal

Depending on how you consolidated the learning by using student solution strategies, you may or may not feel these reveal videos are helpful.

However, if you are just learning to model student thinking and feel it could be helpful for students to see thinking represented visually, consider the following reveal video.

Alternatively, you might consider sharing the final frame of the reveal video:

Reflect

Provide students an opportunity to reflect on their learning by offering these consolidation prompts to be completed independently.

Consolidation Prompt #1:

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Consolidation Prompt #2:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

Download Editable/Printable Handout

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Resources and Downloads

Explore The Entire Unit of Study

This Make Math Moments Task was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, and extensions to elicit and emerge mathematical models and strategies.

Click the links at the top of this task to head to the other related lessons created for this unit of study.