Making Combinations of Twenty: Spinning Around
Day 1: Content Development
Title: Spinning Around
Day One: Content
Development
Grade Level:
K-1
Lesson: Creating combinations of twenty and writing
two addition facts for each combination
Resources for Lesson:
High Yield Routines:
Origo Fundamentals: Orange Level
Guiding (Focus) Question:
How many different combinations of twenty can I
make?
Unit Learning Targets: Students will use mental computation strategies to make combinations of twenty
and record their equations.
Success Criteria: I can use mental math strategies to create combinations of twenty.
Mathematical Practices
1.
Make sense of problems and
persevere in solving them.
2.
Reason abstractly and
quantitatively.
3.
Construct viable arguments
and critique the reasoning of
4.
others.
Model with mathematics
5.
Use appropriate tools
strategically.
6.
7.
Attend to precision.
Look for and make use of
8.
structure.
Look for and express regularity
Content Standards
K.NBT-Number and operations in
Base Ten
K.CC- Counting and Cardinality
1.NBT-Number and Operations in
Base Ten
1.OA-Operations and Algebraic
Thinking
 1.OA.A.1
 1.OA.D.7
Time for Lesson:
Warm up-10 minutes
Content Development-10 minutes
Game-30 minutes: Spinning Around
Reflection-10 minutes
in repeated reasoning
Content Objectives: (Student Friendly)
I can work with my partner to create combinations of
twenty and write addition facts for each combination.
Language Objectives:
I can discuss and record my combinations of twenty
with my partner and group.
(Throughout unit make sure all four language modalities,
reading, writing, speaking and listening are addressed)
Key Vocabulary
Sums
Equation
Combination
Addition
Lesson Supports
Linking cubes could also be used
along with base 10 blocks to
provide additional support for
students when playing the game.
Materials:
Each group of 2-3 players will
need a spinner and a paperclip
Each player will need a “Spinning
Around” game board and colored
pencils or crayons
Student Engagement: Leadership
How will this lesson develop leadership skills for our
migrant students?
4. I use what I have learned.
Strategies to develop leadership skills:
Warm Up: : (10 Minutes) High Yield Routines
 Number of the day (Double Digit number)
 Select a number and allow students to discuss the number including drawings, equations, and
representations. Students can practice with a couple different numbers.
o Ask students how they found combinations that equal that number.
o Have students discuss their strategies, which will be a good starting place for counting-on.
Content Development:
1. Explain the rules of the games and model for students how to use the
spinner.
2. Model for students how to spin the spinner, and then color their trains
from left to right and from top to bottom.
3. In pairs, students take turns spinning the spinner, coloring in the number of
cubes and deciding how many more gets them to 20. The student will then
write two number sentences to match (7+13=20 and 13+7=20)
4. If a player spins a number they have already spun before, he/she loses that
turn.
5. The first player to create five different combinations is the winner.
Game Activity:
1. As students are playing the game use questioning strategies with students
a. How many more would you need to color to make twenty?
b. How many more (or less) did you color in this train than in your last
train?
c. How many more (or less did you color than your opponent?
d. What numbers can you spin to create a different combination of
twenty?
Reflection:
Review and Assessment:
Challenge students to all the combinations of twenty
that can be generated using the spinner. Write the
combinations on the board as they are found.
 Do the students see any patterns by
looking at the combinations?
Home School Connection
Send a spinner home with students to play the game with their family. Students
and their families can practice writing two addition equations and two subtraction
equations for each spin. (4+16=20, 16+4=20, 20-16=4, 20-4=16)
Notes:
Linking cubes and base
ten blocks can be used
to help students.
Materials to Send
Home:
Spinner
Paperclip
Gameboard
20 Tickets
Day Two: Problem Solving
Title: 20 Tickets
Day Two: Problem Solving
Grade Level:
3-5
Resources for Lesson:
High Yield Routines:
Illustrative Mathematics: 20 Tickets
Lesson: Students will add and subtract within 20 and Guiding (Focus) Question:
represent addition problems with an equation.
How can I use counters, cubes, and drawings to
represent and show my thinking?
Unit Learning Targets: I can use cubes, counters, and drawings to solve a word problem and show how
many times Bo can play each game with his 20 tickets.
Success Criteria: I can add and subtract within 20 and show and explain my thinking.
Mathematical Practices
1.
Make sense of problems
and persevere in solving
2.
them.
Reason abstractly and
3.
quantitatively.
Construct viable arguments
and critique the reasoning
of others.
4.
5.
Model with mathematics
Use appropriate tools
6.
strategically.
Attend to precision.
7.
8.
Content Standards
K.NBT-Number and operations in
Base Ten
K.CC- Counting and Cardinality
1.NBT-Number and Operations in
Base Ten
1.OA-Operations and Algebraic
Thinking
 1.OA.A.1
 1.OA.D.7
Time for Lesson:
Warm up-10 minutes
Content Development-10 minutes
Problem Solving-30 minutes:
Reflection-10 minutes
Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Content Objectives: (Student Friendly)
I can use cubes, counters, and drawings to solve a
word problem and show how many times Bo can
play each game with his 20 tickets.
Key Vocabulary
Addition
Subtraction
Number sentence
Equation
Lesson Supports
Language Objectives: I can work with my partner to
solve the 20 tickets problem and discuss and record
at least one solution.
(Throughout unit make sure all four language modalities,
reading, writing, speaking and listening are addressed)
Materials:
Illustrative Mathematics
 Task 20 Tickets
 20 counters or cubes for
each pair
 Pencil
 Paper
Student Engagement: Leadership
How will this lesson develop leadership skills for our
migrant students?
6. I am a problem-solver and critical thinker.
Strategies to develop leadership skills:
Warm Up: (10 Minutes)
High Yield Routines: Number of the Day or Mystery Number
Content Development: (10 Minutes)
1. Introduce the problem to students by reading it aloud.
2. Discuss the problem and have students re-phrase the problem
1. What do we know?
2. What is the question we are trying to solve
3. Make sure pairs of students understand the problem (task)
4. Manipulatives should be provided along with paper for students to show
their thinking.
Notes:
20 counters or cubes
per pair
Pencil
Paper
Colored pencils
Problem Solving Activity:
1. Students work in pairs to solve the 20 Tickets task. Students should show
their thinking on paper using cubes, counters, colored pencils, and
drawings.
2. If students find one solution, encourage them to work on another solution.
Reflection:
1. When all pairs have found at least one
solution, lead a discussion and record each
solution as an equation on chart paper.
2. The problem could also be changed by
changing the number of tickets
Review and Assessment:
An extension could be students finding the greatest
number of times the games could be played with
still doing each game once.
Home School Connection
1. Change the problem from 20 tickets to 20 dollars and the game cost money
instead of tickets. Students can work with their family to find out…
a. How many times each game can be played with $20.00?
b. Which games they can play and spend all $20.00?
c. If they played each game once what money combinations could
they use? (moonwalk 5 dollars= (1) 5 dollar bill or 5 one dollar bills)
Materials to Send
Home: