As students identify how many boxes there are, be sure that they can explain their strategy of solving the problem (Example: counting up, subtracting from 10, (SMP1-8) etc…) Part II In pairs, have one student use the part-whole mat and create a situation that is shielded from the view with the folder (example: 2 boxes in the car and 8 boxes in the trailer). The player partner’s then verbally shares part of the mat with the partner and the partner must identify the other part. (Example: One student says The have 2 boxes in the car, how many boxes are in the trailer? “I other student then determines how many boxes are in the trailer). If the responding player identifies the correct amount of boxes, the roles change.(SMP1-8) Part III Give each student a piece of blank white paper and have them create a picture or situation that can be used as a part-whole mat. Have them create 3 questions to go along with their picture. They can use any accessible manipulative in the classroom in conjunction with their mat. After they have created the mat and 3 word problems, they partner with another student and share each mat. Each student must try and solve their word problems using the mat. other’s partner’s (Some mats can be laminated and saved as a center for ongoing practice).(SMP1-8) TEACHER REFLECTION QUESTIONS Did students discover patterns during their work? What strategies did students use to solve their problems? FORMATIVE ASSESSMENT QUESTIONS Are there more ways to decompose the number 10? Why did you decide to do it this way? Are you sure that you have found them all? Why do you think so? Did you develop a strategy to find your answers? Did you identify any patterns or rules? DIFFERENTIATION Extension Instead of using 10 counting objects as boxes, the students can explore number relationships to 20 by increasing the number of manipulatives. Intervention Allow students to work with numbers less than 5 so that they can practice using efficient strategies to solve the problems. Counting strategies are efficient at this stage, but will become inefficient and distracting as numbers become greater. As students begin to understand the relationships among numbers, they will begin learning number facts at a recall level (Carpenter et al. 1999).
As students identify how many boxes there are, be sure that they can explain their strategy of solving the problem (Example: counting up, subtracting from 10, etc…) (SMP1-8) Part II In pairs, have one student use the part-whole mat and create a situation that is shielded from the partner’s view with the folder (example: 2 boxes in the car and 8 boxes in the trailer). The player then verbally shares part of the mat with the partner and the partner must identify the other part. (Example: One student says “I have 2 boxes in the car, how many boxes are in the trailer? The other student then determines how many boxes are in the trailer). If the responding player identifies the correct amount of boxes, the roles change.(SMP1-8) Part III Give each student a piece of blank white paper and have them create a picture or situation that can be used as a part-whole mat. Have them create 3 questions to go along with their picture. They can use any accessible manipulative in the classroom in conjunction with their mat. After they have created the mat and 3 word problems, they partner with another student and share each other’s mat. Each student must try and solve their partner’s word problems using the mat. (Some mats can be laminated and saved as a center for ongoing practice).(SMP1-8) TEACHER REFLECTION QUESTIONS Did students discover patterns during their work? What strategies did students use to solve their problems? FORMATIVE ASSESSMENT QUESTIONS Are there more ways to decompose the number 10? Why did you decide to do it this way? Are you sure that you have found them all? Why do you think so? Did you develop a strategy to find your answers? Did you identify any patterns or rules? DIFFERENTIATION Extension Instead of using 10 counting objects as boxes, the students can explore number relationships to 20 by increasing the number of manipulatives. Intervention Allow students to work with numbers less than 5 so that they can practice using efficient strategies to solve the problems. Counting strategies are efficient at this stage, but will become inefficient and distracting as numbers become greater. As students begin to understand the relationships among numbers, they will begin learning number facts at a recall level (Carpenter et al. 1999).