Trainer Notes: Ask participants what activities would have preceded this assignment ? (A: Working with these number bonds, using manipulatives-concrete-and/or pictures-pictoral.)
Trainer Notes: Ask participants how this assignment differs from the previous number bonds. (A. The students are working with larger numbers.) Next, model a “number bond story” like the pig example. Only, now the students will come up with their own illustrations or examples. For example: There are 9 flowers in the vase. Five of them are daisies. The others are tulips. How many tulips are there? Invite participants to work with a partner to create a number bond story for any of the number bonds on the slide. This is what we want to do next with first graders.
Trainer Notes: Share this slide and how to use Number Bracelets to help students build part-whole thinking. This idea comes from Catherine Kuhns and appears in her book Number Wonders . When creating number bracelets with students, the pipe cleaners used for each number are color-coded according to the number you are working on. Using the same color pipe cleaner allows you to identify by number and color the bracelet you want the students to work with. The teacher saves the bracelets and gives them to the students at the end of the year. This is a great concrete representation of number. This is also a great way to illustrate the commutative property.