Ice Cream. Ice Cream. 1 of 9. Copyright 2007, Exemplars, Inc. All rights reserved.
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1 Pat loves ice cream. He went to the store to buy an ice cream cone. They had strawberry, vanilla and chocolate ice cream. He could have a sugar cone or a plain cone. How many different ways could Pat have ordered his ice cream cone? 1 of 9
2 Suggested Grade Span K 2 Task Pat loves ice cream. He went to the store to buy an ice cream cone. They had strawberry, vanilla and chocolate ice cream. He could have a sugar cone or a plain cone. How many different ways could Pat have ordered his ice cream cone? Alternative Versions of Task More Accessible Version Pat loves ice cream. He went to the store to buy an ice cream cone. They had vanilla and chocolate ice cream. He could have a sugar cone or a plain cone. How many different ways could Pat have ordered his ice cream cone? More Challenging Version Pat loves ice cream. He went to the store to buy an ice cream sundae. They had strawberry, vanilla and chocolate ice cream. He could have chocolate or butterscotch sauce. He could have peanuts, walnuts or almonds. He could have colored sprinkles or chocolate sprinkles. How many different ways could Pat have ordered his ice cream sundae? Context This task was given to students while studying combinations. It was spring, and ice cream season was just around the corner, making this task a yummy motivation. What This Task Accomplishes Students will employ a variety of problem-solving strategies. Some students may apply previous knowledge about tasks dealing with combinations, while others might try drawing diagrams or creating systematic lists. Time Required for Task One 45-minute class period. 2 of 9
3 Interdisciplinary Links This task links to the study of ice cream. Students could learn how it is made, what it is made of and even make some themselves. Students could learn about ice cream production, visiting manufacturers websites or even their factories. Books that may complement this task include Aldo, by Johanna Hurwitz, Curious George Goes To The Shop, by Margaret and H.A. Rey, and Ben and Jerry s Is For Everyone, by Keith Elliot Greenberg. Teaching Tips Students should have some experience with combination tasks and learning different strategies such as drawing diagrams, making charts or using multiplication. Students may verify their solutions by employing two different strategies and comparing the results. Suggested Materials Most students will simply require paper and crayons. Others may want to use manipulatives to represent ice cream cones and ice cream. Possible Solutions There are six possibilities if students create single-scoop cones: Plain cone - strawberry Plain cone - vanilla Plain cone - chocolate Sugar cone - strawberry Sugar cone - vanilla Sugar cone - chocolate Students may make the task more complicated by creating double- or triple-scoop cones. More Accessible Version Solution 2 ice creams x 2 cones = 4 different combinations More Challenging Version Solution 3 ice creams x 2 sauces x 3 toppings x 2 sprinkles = 36 combinations Task-Specific Assessment Notes Novice The Novice will show little or no understanding of the underlying mathematics in the task. No math language will be used, and diagrams will not lead to a solution. 3 of 9
4 Apprentice The Apprentice will have a partially correct solution. Some combinations may be missing. Some math language may be used, and diagrams will assist in understanding the student s solution. Practitioner The Practitioner will have a correct solution. All parts will be labeled and accurate. Math language will be used, and representations will communicate the solution. Expert The Expert will have a correct solution and may solve the problem in more than one way to show its correctness. The Expert may also make mathematically relevant observations about the solution. 4 of 9
5 Novice 5 of 9
6 Apprentice 6 of 9
7 Practitioner 7 of 9
8 Expert 8 of 9
9 Expert 9 of 9
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