Snack food combinations

Snack food combinations

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about making different combinations of snack food you can buy at the movies.
You will need some scissors, glue and paper for this task.      
Your teacher will tell you what to do.   
 

ice-cream
drink
chocolate
popcorn
lollypop

ice-cream
drink
chocolate
popcorn
lollypop

ice-cream
drink
chocolate
popcorn
lollypop

ice-cream
drink
chocolate
popcorn
lollypop

ice-cream
drink
chocolate
popcorn
lollypop

ice-cream
drink
chocolate
popcorn
lollypop

 

Task administration: 
This task is completed with pencil and paper and other equipment.
 
This task can be carried out with a group of students sitting apart from each other or with one student at a time.
 
Equipment:
Six pictures of each type of food per student (pictures need to be cut out separately); scissors (if students are to be given the task of cutting out the pictures); glue; paper to glue the pictures on.
  • Say to the student(s),

    • "Here are some different things you can buy when you go to the movies.
    • You are allowed to buy two different things.
    • Show me all the different combinations of things you could buy. For example, one combination could be an ice-cream and a drink."
  • Ask the student(s) to take an ice-cream picture and a drink picture, and glue them next to each other at the top of their piece of paper.
  • Say to the student(s),

    • "Use the pictures to show all the other combinations of things you could buy.
    • Glue each different combination onto your piece of paper.
    • You do not have to use up all the pictures."
Levels:
2, 3
Curriculum info: 
Maths, Statistics, Probability
Keywords: 
combinations
Description of task: 
Students cut out pictures and use them to show all the different possible combinations of two sets of objects.
Curriculum Links: 
This resource can be used to help to identify students' understanding of  finding all possible outcomes for simple chance situations.
 
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Interpreting statistical and chance situations, set 3
Interpreting statistical and chance situations, sets 3-4
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

Scoring:

  

3 marks
or

2 marks

or

 

1 mark

 

 

 

 

 

 

 

The remaining 9 correct combinations are identified with no repeats or reversals*.

Any 1 of:

  • 6-8 of the remaining correct combinations are identified with no repeats or reversals*.
  • All 9 correct with 1-2 repeats or reversals.

Any 1 of:

  • 3-5 of the remaining correct combinations are identified with no repeats or reversals*.
  • 6-8 correct with 1-2 repeats or reversals.

Remaining combinations possible: (in any order)

  • Ice cream and chocolate.
  • Ice cream and popcorn.
  • Ice cream and lollypop.
  • Drink and chocolate.
  • Drink and popcorn.
  • Drink and lollypop.
  • Chocolate and popcorn.
  • Chocolate and lollypop.
  • Popcorn and lollypop.

*NOTE: Do not penalise students if they systematically reverse all their combinations.