The Gumball Game

Please message me if you would like a file of the recording sheet. This is an adaptation of the "Lift the Bowl" game from the classic Mathematics Their Way by the genius Mary Baratta-Lorton, to add interest and ease of use. Kids love it, because of the "winning" feeling they get with each reveal. 🏆 My students always cheer! 🥳 The original lesson is found on pp. 181-183 of Mathematics Their Way - Chapter 7: Number at the Concept Level. [] *This is a great math lesson for Kindergarten and first grade. * It incorporates the application of several number concepts and is super simple to differentiate. It effortlessly converts to a workstation activity that students can easily manage independently. Requisite Skills: counting, 1:1 correspondence, conservation of number, commutative property, counting on Concepts: part-part-whole, missing part, number bonds, "counting up" strategy, optional number sentences Materials: -trays -pompoms (3/4" for smaller numbers, 1/2" for 10+) -opaque sturdy plastic bowls (single-serve Greek yogurt cups are perfect -a marker for your demo -recording sheets and pencils

*I like to copy two-to-a-page, front and back then cut them in half. There's less confusion with only one problem per page. Then, when they do two, the brain is rewarded with a sense of accomplishment that they completed a whole page. BEGIN WITH A DEMONSTRATION WITH THE NUMBER 3. Engage: Say: I like gumballs. (Hold a handful of pompoms.) Let's play a game with them. I am going to hide some under the bowl. How do you think I can figure what is under the bowl if I can't see them? Explore: Give small groups of students a tray with a handful of pompoms in an upturned bowl. Give them a few minutes to give it a try. After the time limit, set the trays aside and ask for student input. Explain: Say: Let's use what we know to figure out a way to win this game! Let's try it with 3 gumballs. Do: Hold out and count 3 medium-sized pompoms and set them all down onto the table. Turn the bowl upside-down. Cover your eyes with the other hand. Pick up 2 pompoms and cover the remaining pompom with the bowl. Say: Now I can open up my eyes. I am going to put the two in my hand on top of the bowl. What is the total number of gumballs that we started with? Record: (Only record after a couple demonstrations.) Draw a box around the "whole" circle. Say: Let's draw a box around the total, so that we don't get the total confused with the parts of our number bond. Record: Write the numeral 3 in the box. Say: Now let's count how many gumballs we can see. Do: Touch and count: 1, 2. Record: With the other hand, draw 2 circles on top of the bowl. Write the numeral in the top circle of the number bond to show the "part" you can see. Say: Since we know how to count up from 2, we can do that. We just have to stop when we get to the total number. That is the "counting up" strategy. Do: Touch and count: 1, 2... while touching the circles with your marker. When you say "3," draw a circle under the bowl. Write the numeral in the bottom circle of the number bond. Say: Now we have 2 on top that we can see (Touch the top pompoms and circles on the paper with each of your two hands.) and 1 under that we can't see. (Touch the bottom pompom and circle on the paper with your hands.) How many pompoms will we find under the bowl? Are you sure? How do you know for sure? Say: Let's count all the gumballs. (Touch and count) 1, 2, 3. Does that match? So what number is missing in our number bond? Do: Write the numeral "1" in the bottom circle of the number bond. Say: So are we saying that a total of 3 is the same as 2 and 1? (Touch each numeral as you say it.) We know that math can't be right if the numbers don't match. 2 and 1 are the same as 3, and 3 is the same as 2 and 1, so they match. Okay, so are you ready to check? Do: Ta-dah! Reveal with a big flourish. Say: Yay! We were right! Do: Have students practice this several times. Check each side with a smiley, star or stamp. Repeat the game 4 and 5 until combinations of 3, 4 and 5 become automatic. Elaborate: After 3-4 times of this lesson in small group, create a workstation for buddies. For each box: 1 bowl, 3 or 4 or 5 pompoms, a quart-sized baggie with copies of the recording sheet For side 1: Buddy A is the hider and checker. Buddy B is the player and recorder. The n buddies switch for side 2. Evaluate: Play the "Bunny Ears" game to assess for accuracy and automaticity. Children put two fists behind their ears. When you call out a number, student hold up that number of fingers.

Give students a moment to prepare and have them hold up a different combination of fingers that represent the same number. *Special Note: Sometimes less is more. Slow down to speed up. Don't feel the need to increase the numbers too quickly. Spending extra time to practice the combinations of 3, 4 and 5 will strengthen number concepts and make adding and subtracting more automatic when working with combinations of ten, which will make a [i]huge difference[/i] when students need at add and subtract numbers with multiple digits! I hope your students enjoy this activity as much as mine do! Ruby Sun @RubySunnyKins