ioer.ilsharedlearning.orgioer.ilsharedlearning.org/.../k_u5_lesson_… · web view ·...

Grade: Kindergarten Lesson Title: Taking Apart and Putting Together in ContextUnit 5 Combinations Within 5 (Lesson 2 of 4)Time Frame: 5-7 days Essential Question: How can real life situations be represented with numbers and operations?

Targeted Content Standard(s): Student Friendly Learning TargetsUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way e.g. by using objects or drawings and record each decomposition by a drawing or equation (e.g. 5=2+3 and 5=4+1)

I can… use objects to add and to subtract

(putting together and taking apart) act out the situation that shows the

amounts that are put together or taken apart.

can draw the story that shows the amounts that are put together or taken apart.

can write the numbers that complete the addition or subtraction equation that matches the situation.

Targeted Mathematical Practice(s): 1 Make sense of problems and persevere in solving them 2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure 8 Look for an express regularity in repeated reasoning

Supporting Content Standard(s): (optional)

Purpose of the Lesson:Add and subtract within five using number combinations to solve put together and take apart problems.Explanation of Rigor: (Fill in those that are appropriate.)Conceptual:Students represent putting together and taking apart situations within five using objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.

Procedural:Students decompose numbers within five to represent putting together and taking apart situations using objects and equations. They also interpret visuals and represent the addition and subtraction shown using equations.

Application:Students solve addition and subtraction word problems involving putting together and taking apart situations. They use objects, drawings, language, and equations to represent the situations.

Vocabulary:DecomposeComposeAddition

Plus sign/Addition signMinus sign/ Subtraction sign

NumberNumeralSubtraction

EquationWord ProblemsTake Apart

RepresentPut Together


Evidence of Learning (Assessment):

Pre-Assessment:

Formative Assessment(s): Make Your Own Number Story

Summative Assessment:

Self-Assessment:

Lesson Segments:1. Decomposing numbers within five in context - pockets2. Acting out taking apart with the whole-part-part plate Story Boards with Counters, Whole-Part-Part Plate3. Acting out putting together with the part-part-whole plate Part-Part-Whole Plate4. Connecting pictures, manipulatives, and equations for putting together and taking apart Part-Part-Whole Plate5. Connecting situations and equations for putting together and taking apart Build a Story Powerpoint, Build a

Story Cards6. Connecting pictures and equations for putting together and taking apart Number Story Pictures7. Connecting situations and equations for putting together and taking apart Blank Number Story Pictures, Make

Your Own Number Story (for enrichment)

Grade: Kindergarten Lesson Title: Taking Apart and Putting Together in ContextUnit 5 Combinations Within 5 (Lesson 2 of 4)Time Frame: 5-7 days Essential Question: How can real life situations be represented with numbers and operations?Lesson Procedures:Segment 1 – Decomposing within 5 on Pockets

Approximate Time Frame:

30 minutes

Lesson Format: Whole Group Small Group Independent

Modeled Guided Collaborative Assessment

Resources:

Pocket Math Mat

Counters

Putting Together and Taking Apart on the PPW Mat

Focus:

Decomposing numbers within five in context - pockets

Modalities Represented: Concrete/Manipulative Picture/Graph Table/Chart Symbolic Oral/Written Language Real-Life Situation

Math Practice Look For(s):

MP7: Look for students to decompose the quantities and notice how the quantities are composed of smaller groups. Notice when students are subitizing quantities rather than counting each object.

Differentiation for Remediation:

Students who do not subitize quantities of 2, 3, 4 or 5 will need continued practice counting out a quantity and with telling the total counted.

Differentiation for English Language Learners:

Differentiation for Enrichment:

Students who can see groups within larger groups can be encouraged to decompose larger quantities.

Potential Pitfall(s):

Some students may not see groups of objects, but continue to count each item.

Independent Practice (Homework):

Steps:

1. Read a story about Pockets. You may wish to use the story for literacy activities as well as for the math lesson. Here are some suggestions: Pockets – Jennifer Armstrong A Pocket for Corduroy – Don Freeman Katy No-Pocket – Emmy Payne Dogs Don’t Have Pockets – Sean Raffaelli If Dogs Had Pockets – Vic Parrish A Pocket Can Have a Treasure in It – Kathy Stinson A Sock is a Pocket for Your Toes - Elizabeth Garton Scanlon There’s a Wocket in My Pocket – Dr. Seuss Rocks in My Pockets – Marc Harshman Pocket Mommy – Aila Malik

This will set the stage for using the Pocket Mat to model decomposing numbers.

Teacher Notes/Reflections:


2. Tell students that they are going be given some counters. (You may wish to have your counters relate to the story you chose.) These are objects they will put in their pockets (on the mat). Give students five counters each.


3. First, tell students to take three counters and put the rest in their “no touch zone” to be used later. Tell them they need to put the three counters in their two pockets.

4. Call on a student to share how the counters are arranged in their pockets. For example, one student may say “I put two counters in my left pocket and one counter in the right pocket.” Record the quantities on a pocket mat that is projected or blown up for all to see. Then record the expression to match the groupings on an anchor chart: 2 + 1

5. Next, ask students who else made that arrangement with their counters. Have those students clear their mats because their arrangement was shared, and ask who has a different arrangement of the counters. Repeat the process of recording the numerals and the expression until all possible combinations for three have been shared. If students have not come up with all possible arrangements, then tell them there is another way that they have not shared and challenge them to find it. (You may need to show them 0 + 3 or 3 + 0.)

6. Have students count all of the ways they could have arranged the three objects in the two pockets. (0 + 3, 1 + 2, 2 + 1, 3 + 0)

7. Repeat the process for four objects.

8. Repeat the process for five objects.


Segment 2 – Acting Out Taking Apart with Part-Part-Whole Mat


Two days of 20 minutes



Resources:Paper platesCountersBlank Story Boards: ocean, fish bowl, tree(can use any counters to represent objects but theme markers are included)Dry erase boardsDry erase markersPutting Together and Taking Apart on the PPW Mat

Focus:

Acting out taking apart with the whole-part-part plate



MP4: Students will be representing real-world situations with groups of objects and with oral language for the quantities.

MP7: Students will continue to look at the structure of numbers by decomposing them into smaller groups.

MP8: Look for students to subitize smaller quantities after repeatedly decomposing and examining the groups.




Potential Pitfall(s): Independent Practice (Homework):

Steps:

Before beginning this lesson, you may wish to prepare the part-part whole plates ahead of time. Take each paper plate and draw a line down the center to split the circle in half.

Then draw a second line to split one of theHalves into two smaller sections.


1. Ask five students to come up in the front of the room. Sort the students into two groups based upon common attributes (boys/girls or those with gym shoes on and those who do not have gym shoes)

Record an expression to represent the groupings of the students. For example two boys and three girls would be 2 + 3, or 4 with


gym shoes and one without gym shoes would be 4 + 1. Explain what the numbers represent in the expression. Remind students that the “+” is called the plus sign.

Repeat the process by regrouping students based upon another attribute and recording the expression.

2. Have students position the plate with the larger portion on the top. This is to represent the whole and the two smaller portions will represent the parts.

Give students five counters each to use when modeling the situations.


3. Tell students the following story while showing the Blank Fish Bowl Story Board:

There were 4 fish in a bowl. Some were green and some were blue. How many were blue, how many were green?

Ask the students to place four counters in the “whole” section of their plate to represent the fish. Ask the students to place some of the four counters in one “part” to represent the green fish and the remaining counters in the other “part” to represent the blue fish. Have students share how they took apart four.

4. Ask students to dictate an equation to explain what happened in this story. For example, if three were blue, then one was green:3+1=4

Have students explain why the equation fits the story. Let other students share different possible equations and explain why the equations fit the story. If a student gives an equation that does not fit the story, then allow other students to tell why they do not agree.

Day 2: Tell them the next story while showing the Blank Tree Story

Board:

There were 5 birds in a tree. How many were singing, how many were not singing?

Ask the students to place five counters in the “whole” section to represent the birds. Ask the students to place some of the five counters in one “part” to represent the singing birds and the remaining counters in the other “part” to represent the birds not singing. Have students share how they took apart five.

5. Ask students to dictate an equation to explain what happened in this story. For example, if two were singing, then three were not singing.


5−2=3 or 2+3=5

Repeat the process from step 3.

6. Have students work in partners to come up with stories and model them. (One student tells the story and the other student models and records an expression on a dry erase board.


Segment 3 – Acting Out Putting Together on a Part-Part-Whole Mat


20 minutes



Resources:Paper platesCountersDry erase boardsDry erase markersPutting Together and Taking Apart on the PPW Mat

Focus:

Acting out putting together with the part-part-whole plate



MP4: Students will be representing real-world situations with groups of objects and with oral language for the quantities.

MP7: Students will continue to look at the structure of numbers by decomposing them into smaller groups.

MP8: Look for students to subitize smaller quantities after repeatedly decomposing and examining the groups.





Steps:

1. Ask two students to stand in the front of the room with their hands on their heads. Have students count how many students are standing in the front of the room with their hands on their heads. Ask three students to stand in the front of the room with their hands on their hips. Have students count how many students are standing in the front of the room with their hands on their hips. Ask students how many total students are standing in front of the room altogether.

Ask students to tell you what two groups were put together and then ask what number sentence you could write to represent this situation.

Regroup students and have them tell you a new number sentence to represent the new grouping pattern.



2. Direct students to use their part-part-whole plates from the last lesson. Have students position the plate with the two smaller portions on the top. This is to represent the parts and the larger portion will represent the whole.

Give students five counters each to use when modeling the situations.

3. Tell students the following story:

There were 2 red birds and 1 blue bird. How many birds were there altogether?

The students will place two counters on one “part” to represent the red birds and one counter on the other “part” to represent the blue bird. Have the students move all of their counters to the “whole” section to find how many birds there were altogether.


4. Ask students to dictate an equation to explain what happened in this story. For example:2+1=3

Have students explain why the equation fits the story. Let other students share different possible equations and explain why the equations fit the story. If a student gives an equation that does not fit the story, then allow other students to tell why they do not agree.

5. Tell them the next story:

Sam has 2 pencils and Maggie has 2 pencils. How many pencils do Sam and Maggie have altogether?

The students will place two counters on one “part” to represent Sam’s two pencils and two pencils on the other “part” to represent Maggie’s two pencils. Have the students move all of their counters to the “whole” section to find how many pencils there were altogether.

6. Ask students to dictate an equation to explain what happened in this story. For example: 2+2=4

Repeat the process from step 3.

7. Have students work in partners to come up with stories and model them. (One student tells the story and the other student models and records an expression on a dry erase board.)


Segment 4 – Connecting Pictures, Manipulatives, and Equations


30 minutes



Resources:Five Creatures by Emily JenkinsPart-Part-Whole PlatesCounters

Putting Together and Taking Apart on the PPW Mat

Focus:

Connecting pictures, manipulatives, and equations for putting together and taking apart



MP4: Students will model the real-world combinations presented in the story with manipulatives and equations.

MP7: Students should be connecting the structure of the situation to the structure of the numerical expression.

Differentiation for Remediation: If students have difficulty writing numerals, then they can select numeral cards to represent the quantities in the story and/or trace numerals on the cards to build the expressions.

Differentiation for English Language Learners: Some students may need to hear this story multiple times and act out the groupings to understand the adjectives used to sort the creatures into groups.


Students can select two color dot pattern cards to represent the situations in the story as well as equations.

Potential Pitfall(s):

Some students may not be seeing the quantities as groups. If they cannot visualize the quantity three, for example, then they may need to count out three objects rather than select a group of three.

Some students may have difficulty writing the numerals.

Independent Practice (Homework):

What creatures are in your house? Sort them into two-three groups.

Steps:

1. Read the story Five Creatures by Emily Jenkins. This book gives examples of combinations without focusing on counting.

Five creatures live in our house. Three humans, and two cats. Three short, and two tall. Four grownups, and one child (that's me!).



(If you do not have access to Five Creatures, then you can select another story involving collections within five. If you choose a counting book, then your questions will need to guide students toward grouping.)

1+1=5: and Other Unlikely Additions by David LaRochelle Benny’s Pennies by Pat Brisson Five Little Monkeys Jumping on the Bed by Eileen

Christelow Five Little Penguins by Sally Hopgood Five Little Meerkats by Sally Hopgood Five Christmas Penguins by Steven Lenton Five Silly Snowmen by Steven Lenton Five Little Ducks by Annie Kubler Five Little Ladybugs by Melanie Gerth Five Silly Turkeys by Salina Yoon Five Little Pumpkins by Dan Yaccarino Five Black Cats by Patricia Hegarty

Five Little Monsters by Rozanne Lanczak Williams


2. Select sections of the story to discuss by modeling the putting together or taking apart situation on the students’ part-part-whole plates and record expressions for the situations as they are modeled.

Record equations for the number story and manipulative models.

3. Select students to record equations for pages in the story. Have them explain how their equations match the story pages.

4. Make a class book called The Creatures in Our Houses. Students make a picture about the creatures living in their house and how they could sort them into groups. They record a number sentence for the combination and can write or dictate some words to explain their picture.


Segment 5 – Connecting Situations and Equations


20 minutes



Resources:Laminated Build a Story CardsDiceDry Erase MakersDry Erase BoardsPutting Together and Taking Apart on the PPW Mat

Focus:

Connecting situations and equations for putting together and taking apart



MP2: Students reason abstractly and quantitatively when they consider how the pictures represent the value of numbers rolled on a die.

MP4: Students interpret the models of real-life situations by finding pictures that correspond to the numbers rolled.





Steps:

1. Teacher rolls a 0-5 die. Teacher then refers to a Build a Story card and tells a Put-Together story that could take place with these animals for the number rolled on the die.


2. While the teacher retells the story, some of the students act it out.

3. As some of the students act out the story, the rest of the class builds the model on a part-part-whole plate that represents the mathematical situation taking place in the story.

4. Have students dictate their part-part-whole representations. Record them on an anchor chart. Discuss how well they represent the story situation.


5. Teacher then writes the equation that represents the story situation.


6. On a dry erase board, students then write the equation that represents their model.

7. Repeat steps 1-6 with two or three more Build a Story Cards. As students become familiar with this type of situation omit Step 5. Have students attempt to write the equation independently.

8. Repeat steps 1-7 with more Build a Story Cards and tell three or four Take Apart stories.


Segment 6 – Connecting Pictures and Equations


20-25 minutes



Resources:

Number Story Pictures

Focus:

Connecting pictures and equations for putting together and taking apart



MP4: Look for students to connect the language and symbols to the diagram they are viewing.

MP8: Look for students to recognize groups within the number story pictures based upon their past experiences with counting these quantities.

Differentiation for Remediation: If there are students who are struggling, then students can put counters on the pictures on their own boards so that they can use the counters to find the sums when putting together groups.




Steps:

1. Select one of the number story pictures to enlarge or project for the whole group. Model how to spot groups in the picture by pointing out the groups or circling the groups. For example, in the Jungle story picture, you may point out that there are four birds in the tree, and one is red. Ask how many in the group are not red. Ask students to record this relationship with numbers to represent this grouping pattern.


2. Have students point out other grouping patterns in the picture, and have them dictate expressions for these grouping patterns.

3. Divide students into partners, and let them select a different number story picture to discuss with their partner. Have students tell their partners stories about why the animals are grouped. For example: One snake is sleeping in the grass, and four snakes are slithering nearby. There are five snakes altogether. Have them record the numbers to show their groupings.

4. Give students a blank paper to draw their own number story picture and record the numerals to represent their story picture.


Segment 7 – Connecting Situations and Equations


20-25 minutes



Resources:Story Boards with 10 Two-Color Pieces or Blank Number Story PicturesPart-Part-Whole PlatesDry Erase Makers and BoardsMake Your Own Number Story (Enrichment)

Focus:

Connecting situations and equations for putting together and taking apart



MP4: Look for students to connect the language and symbols to the diagram they are viewing.

MP8: Look for students to recognize groups within the number story pictures based upon their past experiences with counting these quantities.




Make Your Own Number Story: Students draw a picture, use a number line to represent the situation, and …..????


Steps:

1. Select one of the Story Boards to enlarge or project for the whole group.


2. Roll a 0-5 die. Create a story using the number rolled.

3. Example 1: The beach Story Board was selected, and a four was rolled. Tell the students that there are four fish in the water, some are pink and some are blue. Have students demonstrate this story problem using the fish pieces and part-part-whole plates. The students will put four fish in the “whole” section. The students then will take apart their fish by putting the pink fish in one “part” section and the blue fish in the other “part” section.

4. The students dictate how they took apart the number four.

5. Using a dry erase board, the students write the equation that matches their model. Students dictate their equation to the


teacher.

6. Repeat steps – using the same Story Board but a different number.

7. Example 2: The cave Story Board was selected, and a two and one were rolled. Tell the students that there are two purple bears in one “part” and one orange bear in the other “part”. The students then put all of the bears in the “whole” part to see how many bears there are altogether.

8. The students dictate how they put together two and one to make three.


9. Place students into groups of three. Each group is given one Story Board, ten two-color counters, one dry erase board, and one dry erase marker. Students repeat the above steps with their partners.

Student A (the story teller) rolls the die and narrates and acts out a story that fits the setting for the number rolled on the die.

Student B (the Builder) builds the model that represents the story situation on a part-part-whole plate.

Student C (the Writer) says the equation and then writes the equation on a dry erase board.

10. Teacher verifies students’ equations before groups roll the die for another story situation.

ioer.ilsharedlearning.orgioer.ilsharedlearning.org/.../k_u5_lesson_… · web view ·...

Documents