Morning Math… Where’s my coffee?????? Dinner Party Logic We were hosting a formal dinner party for ten (including ourselves) which is a number I always like because the host can sit at one end of the table and the hostess at the other, and still maintain the correct alternate male and female around the table. My wife was trying to work out the seating. "Tom and Jean have not been here to dinner before so they are the guests of honor. Tom must sit on my right and Jean on your right, but I don't know how I want to seat the others.: "Well," I said, "I would like Janet on my left. I have a soft spot for her." "You can have her," replied my wife, "but I will not have her husband Jack next to me; I think he should be next to Mary Ann." Since we do not place husbands and wives next to each other, this determined the seating of everyone, including Howard's wife Lois, and Mary Ann's husband Bill. Can you work out the seating arrangement?
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Morning Math… Where’s my coffee?????? Dinner Party Logic We were hosting a formal dinner party for ten (including ourselves) which is a number I always.
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Morning Math…Where’s my coffee??????
Dinner Party Logic
We were hosting a formal dinner party for ten (including ourselves) which is a number I always like because the host can sit at one end of the table and the hostess at the other, and still maintain the correct alternate male and female around the table. My wife was trying to work out the seating. "Tom and Jean have not been here to dinner before so they are the guests of honor. Tom must sit on my right and Jean on your right, but I don't know how I want to seat the others.: "Well," I said, "I would like Janet on my left. I have a soft spot for her." "You can have her," replied my wife, "but I will not have her husband Jack next to me; I think he should be next to Mary Ann."
Since we do not place husbands and wives next to each other, this determined the seating of everyone, including Howard's wife Lois, and Mary Ann's husband Bill. Can you work out the seating arrangement?
What do we know?
• Who is coming to the party?• 10 people total• Husband & Wife hosting the party• Tom & Jean- guests of honor• Janet & Jack• Mary Ann & Bill• Howard & Lois• Host will sit at opposite ends of the table• Husband’s and wives CAN’T sit next to one another• Alternate men and women
Table Diagram
Will a grid help you solve this?
Husband Wife Tom Jean Janet Jack Mary Ann Bill Howard Lois
Husband
Wife
Tom
Jean
Janet
Jack
Mary Ann
Bill
Howard
Lois
Launching Your Deep Dive!
Things to prepare for your learners
KindergartenUnit 4:Measuring and Counting
What materials do you have to help you?• Investigations Unit 4 Teacher’ Guide
• Investigations Implementations Guide
• School Based Resources:• Kathy Richardson Assessments• Developing Number Concepts by Kathy Richardson• NCTM Kindergarten Standards• CMS Math Wiki• Internet Resources• SmartBoard and/or Powerpoint Presentations
Step 2: Determine the “Big Ideas” for Unit 4
• The Investigations Teacher Guide provides a summation of the unit in the front section. Take a moment to review pp. 12-15
• The Big Ideas Are…..
• Using multiple non-standards unit to measure length
• Counting sets of objects
• What happens when a small amount is added to or taken away from a set
Step 2: Determine the “Big Idea” for Unit 4• What needs to be added to an existing group to create a
stated group size (algebraic thinking)
• Begin to understand concept of addition and subtraction
• Different ways to create and recreate images of quantities up to 10.
• Compare amounts when counting
• Compare objects through measurement
Step 3:What Essential Skills will this chapter cover?
Number and Operations
K.N.1 Use counting to determine how many (to at least 30).• K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-
to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.
• K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.2 Understand that there are relationships between and among numbers
(to at least 10).• K.N.2.1 Recognize that the number said when the last object of a set is counted
includes all of the objects previously counted (inclusion).• K.N.2.2. Compare sets of objects and numbers using appropriate vocabulary (more,
less, same/equal, one more, one less, first, second, third, etc.).• K.N.2.6 Use numerals to represent physical models and representations
What Essential Skills will this chapter cover?Number and Operations
K.N.3 Understand the concepts of joining and separating through modeling
(to at least 10).• K.N.3.1 Use informal language (and, minus/subtract, the same as) to describe joining
situations (putting together) and separating situations (breaking apart).• K.N.4 Share fairly (equipartition) collections of up to 10 items between 2
or 4 people, and reassemble.
Algebra• K.A.1 Understand the concepts of equality.• K.A.1.1 Recognize that any given group of objects (up to 10) can be separated into
sub groups in multiple ways that are equivalent in number to the original group. K.A.1.2 Explain equivalent relationships using words (and, minus/subtract, the same as), numbers and objects, rather than symbols (+, -, =).
What Essential Skills will this chapter cover?
Measurement• K.M.1 Recognize that length and weight are attributes and can be measured.• K.M.1.1 Compare two objects using direct comparison in terms of length and weight.• K.M.1.2 Use appropriate vocabulary to describe differences in length and weight (e.g.
longer, shorter, smaller, heavier, lighter).
Step 4: Read as much as you can to prepare for your Deep Dive!!
Suggested Reading:
Unit 4 Teacher’s Guide Mathematics In This Unit (Unit 4 pp 12-15) Connections (Unit 4 pp 18-19) Professional Development (Unit 4 pp 169-180)
Implementation Guide Number and Operations (pp 15-17) Measurement (pp. 17-18)
Step 4: Read as much as you can to prepare for your Deep Dive!!
Suggested Reading:
• Investigations Facilitator’s Unit Guide
*Included in your green folder is a copy of the Unit 4
guide. This will help you think about the important
concepts that you will want to cover in your discussion.
IF this should be misplaced, the Unit Guide can be
located on the CMS math wiki.
Step 4: Read as much as you can to prepare for your Deep Dive!!
Suggested Reading:
Developing Number Concepts
by Kathy Richardson
This series helps the reader understand how the
concept of number can be facilitated in the class-
room. Your green folder includes excerpts about
the measurement and more/less concept.
Step 4: Read as much as you can to prepare for your Deep Dive!!
Connect to NCTM StandardsStandard 1: Number and Operation
Read pp. 24-29
Standard 4: Measurement
Read pp. 108-119
Step 5: What activities do we need to prepare?
Unit 4: Investigation 22 Games Re-visited from 2nd Unit: