Identify the outcomes to be learnedNK.4 Represent the partitioning of whole numbers (1 to 10)concretely and pictorially.a) Show a whole number in two parts, using fingers, counters or otherobjects and name the number of objects in each part.b) Show a whole number in two parts, using pictures, and name thenumber of objects in each part.Determine how the learning will be observedWhat will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematicalconcepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of studentunderstanding?How can I document the children‟s learning? This is for 8 items to share with your friend (change # depending on students ability)Observational notes can be taken using the form below during the friendshipsharing problem. Students will be recording their number combinations usingpictures and or numerals. This can also be used for evaluation purposes. Arestudents recording in more than one way (numerals and pictures)? Can studentrecognize when they have found a different combination? How many differentcombinations can they find?0-81-72-63-54-4 and so on…5-3…Do students noticing anything about the combinations(Commutativeproperty)?
*** Day One Observational Notes and Photo Documentation*** Day 2 Rubric and Self-AssessmentName: Makes one number in Knows that the Uses appropriateComments different ways rearrangement math language doesn‟t change the number
Plan the learning environment and instructionWhat learning opportunities and experiences should I provide to promote thelearning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continuallycommunicate and represent understanding?What teaching strategies and resources will I use?I used paper platesAnother great site:SparkleboxBeforeListening activity (at tables)Take a small metal pail and some rocks. Have students close their eyes and listen asyou drop rocks into a pail (one at a time). Have students show using their fingers,how many drops they heard. It is very difficult for students to just listen, ratherthan count aloud as rocks are dropped. Have students show using their fingers eachtime a rock is dropped. Ask “How many?” once a desired amount of rocks have beendropped.Display rocks on a ten-frame to show how many were dropped into the pail.Repeat a few times.Have students move to a different area in the classroom (story corner).
How could we talk about numbers in this picture?How are numbers represented in this picture?“I have some pictures of birthday cakes. On each cake is a numeral. Let‟s read thenumbers together.” You may want to use numbers 0-5 or 5-10 or 0-10.“I am going to pass out the number cards and I want you to work together and putyourselves in order from 0-10 (or whatever you are working with).” “The rest of uswill be an audience and watch and listen. We will check their work when they aredone.”Pass out number cards.Watch and listen as students work on ordering themselves. Once they are done, orthink that they are done, have the audience give thumbs up or down if they think itis in the correct order.If it is not, have the audience use math language, to tell their friends where tostand in order to be in the correct sequence.This is important to model and have students use language such as before, afterand in-between.Repeat this process.
DuringHave students return back to their tables sitting next to a partner. They will needa pencil or any other tool to record their work.Before you read the problem to students show them the two part math mat. “Whydo you think it is called a two part math mat?” Explain to them that they will havetwo plates to share 8 items with your friend.Also, show students their recording booklet.Introduce the problem to students. Change # of items being shared, depending on students abilityYou and a friend are at a birthdayparty playing a sharing game.Together you share 8 items in all.How many did each of you receive?Each student will have their own recording booklet, but they will share one two-part-math mat and the 8 items with their partner.This is when you step back (so to speak) and let your students‟ problem solve ontheir own. Listen and watch, take observational notes. Have questions ready on yourclipboard that you may ask as you are observing students. See questions underobservational recording sheet.AfterShow and share timeHave students return to the story corner with only their recording booklet.Sit in a circle and have a two part mat and birthday items available for studentdemonstration if needed.Who would like to share one way they shared the 8 birthday items?
Record on chart paper (teacher) or Smart board0 8 0+8=81 7 1+7=82 6 2+6=8You can also model the addition sentence. You do not need to explain this at thistime. Some students may see a connection. Let them be the ones to „see‟ theconnection and explain what they know (if they are ready).Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?You could do a journal activity and have them choose their own number to represent on a paperplate two part math mat. They need to show their number in two parts and will have to explain tothe teacher about their journal as teacher scribes what they say, naming the number in each of thetwo parts.Day 2—Exemplar- Focus on representation