Part-Part-Whole

1. T: Good Morning Class! I would like it if everyone would give me a thumbs up so that I know you are ready.
2. The teacher will wait for students to give a thumbs up.
3. T: Today we will be learning about how to add numbers, and I am going to teach you how to do this using a method called part-part-whole.
4. T: I want you to take a look at my three empty circles. To start, who can tell me what number is above this circle?
5. The teacher will call on a student to answer.
6. T: Awesome Job! Now could you come and place that many dots into that circle for me, please.
7. The student will come up and place dots into a circle. The teacher will do the same thing for the other circle.
8. T: Now that we have our dots placed into each circle. What do you think we need to do in order to find out how many dots we have in all?
9. The teacher will have a student answer.
10. T: Good Job! Now I need someone to come and move all of the dots into the large circle.
11. The student will come and move all of the dots into the large circle.
12. T: Now let’s count the dots to see how many we have in all.
13. The teacher will lead students through counting the dots. After counting to find out the total, the teacher will demonstrate exactly what they just did, which was added two numbers together to get an answer.
14. T: It is time to break into centers. Students will have ten minutes to work in each center.

Center 1: Students will be given a part-part-whole card. They will be given a number for each part, and must show the parts using the cubes. They must then move all of the cubes into the whole part to solve the answer to the card. Students will continue to do this until the time runs out.
Center 2: Students will be given a sheet that has both parts filled in that looks like dice. The students must count each part, and then draw how many dots total there are in the whole part. **To make it more challenging, have the students roll an actual dice to get the first part, and then roll another dice to get the second part, then have the students find out what the whole would be and write it in the whole part.

15. T: I would like for everyone to join me back on the carpet please! Give me a thumbs up so that I know you are ready.

16. Students will go back to the carpet and give a thumbs up so that the teacher knows that they are ready.

17. T: Now that you have gotten some practice on how to use the part-part-whole method, do you feel better about adding numbers?

18. The teacher will give students time to answer. T: You all did a fabulous job today! 

Extension: Allow students to investigate part-part-whole relationships OR increase the values.

Differentiation: Pull for small group remediation as necessary. Relate part-part whole to word examples. Ex: butter fly, butterfly. This cross curricular tie in would also help with compound words. Move into numbers after compound word examples are mastered.

Students will be assessed during the whole group portion of the lesson. They will also be assessed during the centers when they are creating sums of 10 using the cubes, drawings, and the part-part-whole method.