Kindergartners are exposed to multiple problems through the story, The Napping House. This particular task helps illustrate Mathematical Practice Standard 1, Make sense of problems and persevere in solving them. Possible secondary practice connections may be discussed but not in the same degree of detail. While it is possible that tasks may be connected to several practices, only one practice connection will be discussed in depth. The practices that are observable during exploration of a task depend on how instruction unfolds in the classroom. Certain tasks lend themselves to the demonstration of specific practices by students. The Standards for Mathematical Practice focus on the nature of the learning experiences by attending to the thinking processes and habits of mind that students need to develop in order to attain a deep and flexible understanding of mathematics. This will make them responsible for accurately keeping the count.
However, students who are proficient counters should be given 10 counters. Students who need more scaffolding should be given 6 counters so that they cannot accidentally miscount and place too many counters on the ten-frame.
Students can be given 6 counters or 10 counters, depending on their ability level. For example, when the child gets in with granny, the equation would be 1+1=2 and so on for each animal added to the bed. This would connect counting to addition and subtraction for the students, and would connect with standard K.OA.1. The teacher or students could also write a simple equation on the classroom dry-erase board each time another person or animal gets into the bed. The purpose of the task is for students to use the context of The Napping House to connect counting and cardinality. By the end of the story, there should be no counters on the ten-frame. For example, once the flea bites the mouse, there are only 4 people/animals left in the bed. Once the flea bites the mouse, the children should begin taking the counters off the ten-frame to represent how many people/animals are still in the bed.
There should be 6 counters on the ten-frame once the wakeful flea is added. Do this after each counter is added to the ten-frame. Have the children tell how many people there are in the bed now. When the child gets in the bed, there should be 2 counters. For example, at the beginning there should be 1 counter for granny. After each page, stop to ask the children how many are sleeping in the bed after each counter is added to the ten-frame. The teacher reads The Napping House to the class, stopping each time a person or animal gets into the bed so the students can add a counter to the ten-frame. One ten-frame for each child (see PDF for black line master).
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