Students will be assessed on the arrays they create from the story as well as the challenge task.

Manipulatives (1 in squares or linking cubes), graph paper, Spaghetti & Meatballs for All! And When the Doorbell Rang by Marilyn Burns, pencils, venn diagrams

LAUNCH

1. Pose questions to transition into reading task “ Have you ever had a friend change your plans?” “Have you ever been to a big family dinner?” Tell the students we are going to read a book about a family dinner that was very well planned … but for how long?
2. Read the story out loud, pausing for inferencing and predicting opportunities about the text.
3. Discuss the events in the story, summarizing the story as a whole group.
4. Discuss the POV of the Grandmother (Mrs. Comfort), the Grandfather (Mr. Comfort), and family members (as things change, how did they react and move forward). Lead students to cite evidence from the story to support their answers.

EXPLORE

1. Hand out manipulatives.  Using the document camera, make the table arrangement on the original design. Ask for patterns or observation using this as a time to review arrays.
2.  Pose the next arrangement when the Daughter and her husband push the tables together into groups of two. Have students infer what the new arrangement will look like having students use details in their description. Keep the original under the document camera. Allow students time to create the new arrangement before presenting it under the document camera.
3. Pass out graph paper to students.  They will work in pairs to use their maniuplatives to create, draw and label the seating arrangements in the book. Present each option by placing the book under the document camera so students can read the description that they are going to create.
4. After students are finished, review the arrays the students came up with as a class, making a list of the factors of 32 (the total number of people at the dinner).
5. During whole group instruction show table groups increasing and decreasing, linking to multiplication and division.  Also, use area and perimeter to discuss the size of each arrangement and the number of people it seats.
6. For independent work, allow the students the opportunity to get more squares/cubes and assign them another number.  On the back of their graph paper, they will make the arrays and show ‘table seating’ for their new number of guests. Students will also list the factors of the number given.

DICSUSS

       11.  On the board list all the new numbers assigned.  Students will list and explain their factors and groupings                              allowing students at their seats the opportunities to create the groupings students are presenting.