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# Candidate

## Chelsea Ansari Cohort A Date 5/12/17

Lesson Planner
Topic: Math- Part-Whole Addition Lesson Length: 40 minutes
CCSS Standard(s): 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known
sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Students solve addition/subtraction problems using part-whole grids in order
Learning Objective
to learn part-whole relationships.

Function: construct
Vocabulary and/or Symbols: part-whole, part-whole grids
Syntax:
Language Demands
Discourse: Parts _ and _ make the whole __.
(You need to include at least either syntax or discourse.)
Include specific Academic Language Supports in the Body of the Lesson Plan.

Part-whole grids
Warm-up worth sheet
Resources/Materials
Independent practice worksheet
Math manipulatives

Tell students that they will be learning how to use a new tool that they
will use to solve addition and subtraction problems
Tell students the objective: Students solve addition/subtraction
problems using part-whole grids in order to learn part-whole
relationships.

Tell them when you are counting, its important to think about the
Introduction numbers as part whole.
Tell students to hold up both their hands. Tell them all together, their
10 fingers represent the whole. Tell them that there are two parts to
their whole. One part is one hand which has 5 fingers. The other part
to the 10 fingers is another 5 fingers.

After students if they remember doing mountain grids with their

Hand out the guided-warm-up worksheet with the 2 problems. Discuss
how the two groups of m&ms can be represented as two parts of a
whole using the number mountain that they used before
Tell students they can also use a part-whole grid which looks a lot like
the number mountain. Draw a part-whole grid and show students how
the parts (2, 3) create a whole of (5).

Introduce problem two and tell students they may get problems where
they know the whole and one of the parts but need to find out the
other part that makes the whole.
Work through and discuss the problem

Body Practice:
Hand out the practice page, instructing students that they will need to
complete the part-whole grids for each picture/problem
Support: tell students they can draw their own models on the sheet as
as strategy if that helps them
Provide support to struggling students and use manipulative such as
the abacus if needed

Assessment:
Practice problems share-out
Use student discussion/work to assess their understanding

Restate the learning objective: Students solve addition/subtraction
problems using part-whole grids in order to learn the part-whole
Closure relationship in numbers and operations.
Tell students they will be doing these problems in their math journals at
the Daily 3 Math stations during the next couple weeks.

Name ______________________ Date _________________

Success Criteria: I can solve addition/subtraction problems using part-whole grids in order to learn the part-
whole relationships.

3 4

18

10

Name ______________________ Date _________________

Warm-Up
Success Criteria: I can solve addition/subtraction problems using part-whole grids in order to learn the part-
whole relationships.

3 2

3 2

12
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