Chapter 1 ʻUmeke Poi Math
In this activity, students will use counting strategies and concrete manipulatives to solve “how much more” subtraction problems within the context of filling an ʻumeke, with poi. The lesson focuses on the relationship between addition and subtraction (part-part-whole) and the counting-on strategy.
Section 1.1 Materials
- Manipulatives: cubes or other small counters (20 per student).
- Visual Aid: Large drawing of an ʻumeke on the whiteboard or a large printout.
- Student Work Mat: Printout for each student featuring an empty ʻumeke graphic and a designated workspace.
- Marker/Crayon/Pencil: For drawing and writing.
- Optional: A brief video or image showing poi preparation (kuʻi ʻai) to enhance the introduction.
Section 1.2 Student Learning Objectives
By the end of this lesson, students will be able to:
- Connect the cultural context of the ʻumeke and poi to the mathematical idea of a “whole” and its “parts.”
- Use the counting-on strategy to find the missing part of a number (the “how much more”).
- Represent a subtraction situation using a drawing, concrete objects, and a corresponding number sentence (equation).
Section 1.3 Student Learning Outcomes
Students will demonstrate their learning by:
- Accurately determining how many more counters (representing spoonfuls of poi) are needed to reach a target number (the full capacity of the ʻumeke).
- Representing their thinking on the work mat with clear drawings or organized counters.
- Explaining their reasoning to a partner or the teacher using words, numbers, or pictures.
Section 1.4 Core Standards
- CCSS.MATH.CONTENT.6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
- CCSS.MATH.CONTENT.6.NS.C.6.A: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
- CCSS.MATH.CONTENT.6.NS.C.6.B: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
- CCSS.MATH.CONTENT.6.NS.C.6.C: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
- CCSS.MATH.CONTENT.8.G.A.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Section 1.5 Introduction
Subsection 1.5.1 Cultural Connection of Poi
Poi is a special Hawaiian food made from a plant called kalo. Kalo grows in a loʻi.
When the kalo is ready, people pick it, cook it, peel it, and pound it on a board called a papa kuʻi ʻai using a heavy stone called a pōhaku kuʻi ʻai. They add water while they pound it. It becomes soft and sticky. This is poi!
Kalo is very special in Hawaiian culture. It connects us to our ancestors. A long time ago, there was a story about Hāloa, the first kalo plant. Hāloa is like the older brother of the Hawaiian people. When we care for and eat kalo, we remember Hāloa and our connection to the ʻāina (land).
Poi is a healthy food (ʻai pono) that gives us strength. We eat it with our families and share it with others. Poi is often served in a bowl called an ʻumeke.
Today, we will fill our ʻumeke with poi. We will use counting and math to figure out how much more we need to make it full!
Subsection 1.5.2 Mathematical Context (Teacher Notes)
This lesson emphasizes counting-on and the idea of subtraction as “how much more.”. Use the story of filling the ʻumeke to anchor the concept of “part–part–whole.”
- The ʻumeke represents the whole.
- The poi already inside represents one part.
- The poi we still need represents the missing part: “how much more?”
Explain that the ʻumeke is full when it has 10 spoonfuls of poi. We already have 7. How many more do we need to fill it?”
Section 1.6 Guided-Practice
Show a drawing of an ʻumeke. Write 10 spoonfuls = full at the top. Say: “We already have 7 spoonfuls of poi.”
Each student places 7 counters in their ʻumeke space. Ask: “How many more spoonfuls do we need to fill it?”
Discuss:
- “What did you notice when we counted on?”
- “How did you figure out how many more we needed?”
Have students draw their ʻumeke on paper or their work mat:
- 7 filled circles (the poi they have)
- 3 empty or outlined circles (the poi still needed)
- Write the number sentence:
Section 1.7 Independent Practice
Assign problems based on grade/readiness.
- Full ʻumeke is 8. You have 5. How many more?
- Full ʻumeke is 16. You have 13. How many more?
- Full ʻumeke is 19. You have 11. How many more?
Students work on their assigned problem using their counters and work mats.
Students must show their original amount (5 poi counters) and then draw the missing amount (the more needed) and label their final answer clearly.
Have students turn and talk to a partner to explain how they solved the problem (“I started at 5 and counted 3 more until I got to 8. So I needed 3.”).
Section 1.8 Reflection
- “How did you figure out how much more poi you needed?”
- “What helped you count on?”
- “Why do we share poi with our ʻohana?”
Section 1.9 Extension
Introduce different units of measure: If the ʻumeke holds 20 ounces and you have 15 ounces, how many more ounces are needed?
Optional: Bring in a real ʻumeke and a measuring cup. Pour in water or small objects to show the idea of “full” and “how much more.”
