Molloy College

Division of Education

Whats the Story?

Palma Taranto Professor Wisnewski

EDU 341 02 13 November 2017
Grade: First Topic: Part-Part-Whole Content Area: Mathematics

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After reviewing part-part-whole number bond concepts and applying it in example story
problems on the SMART Board, students will use unifix cubes and a part-part-whole mat to
solve story problems on the, Whats the Story? worksheet, by answering three out of four
questions correctly.

NYS STANDARDS AND INDICATORS

Mathematics Standard: New York State Next Generation Mathematics Learning Standard
NY-1.OA.1
Domain: Operation and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction.
Standard: Use addition and subtraction within 20 to solve one step word problems involving
situations of adding to, taking from, putting together, taking apart, and/or comparing, with
unknowns in all positions.

Indicator: This will be evident when students are solving story problems on the, Whats
the Story? worksheet by using unifix manipulatives and the Part, Part, Whole mat.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards (Foundation Skills)
Fluency
1RF4b
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.

Indicator: This will be evident when students are reading the story problems aloud.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
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Speaking and Listening Standards
Comprehension and Collaboration
1SL1a
Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and
staying on topic.

Indicator: This will be evident when students are working together in pairs for the
challenge question on the SMART Board.

INSTRUCTIONAL RESOURCES

Unifix cubes.
SMART Board.
Buncee Presentation.
https://app.edu.buncee.com/buncee/7c1fb483797e4c5a9184eea201865b1b
Finger pointer stick.
Erasable Markers.
Part, Part, Whole mat.
Find the Missing Numbers worksheet.
Complete Each Number Bond worksheet.
Domino Number Bonds worksheet.
Whats the Story? (Circle smile, smile, star smile, heart smile) worksheet.
Glencoe virtual manipulative: unifix cubes and part-part-whole mat.
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-
Interface.html
Pencils.
Erasers.
Colored highlighters.

MOTIVATION (Engaging the learner(s)*)

Motivation: Students will observe unifix cubes and focus on what is interesting about the
manipulative and explain why its appearance is helpful. What do you notice? Why does the
manipulative look like this?

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Students will be asked to recall what a part-part-whole number bond is. Teacher will model
the usage of the virtual manipulative of unifix cubes and a number bond mat when students
are explaining the concepts. (Who remembers what our parts are? What is our whole? Can

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 our number bond models look like circles? Can our number bond models look like
rectangles? Can we still get the same answers with either model?)
2. Students will be asked to take out their Part, Part, Whole mats, and the teacher will
distribute twenty unifix cubes for each student. The teacher will model how to use the
manipulative for story problems in the first example question on the SMART Board. (If we
zoom-in on the ducks/snakes/acorns, what do we notice? How can we use our Part, Part,
Whole mats to find out how many ducks/snakes/acorns are in the forest? What should our
two parts be for the ducks/snakes/acorns? What is our whole?)
3. Students will observe the second example question and locate the two parts within the given
illustration. After, the teacher will model and create a story problem verbally about what is
seen in the picture. (What do we see in the picture? If Elizabeth has two pencils and seven
pens, how many writing objects does Elizabeth have?)
4. Students will observe the third example question on the SMART Board and will create a
story problem on their own. (What is a story problem that we can create from what we see?)
5. Teacher will model different strategies of counting-on by using a number line, or finger
counting. (Who remembers our other strategies to count our parts?)
6. Teacher will give a Whats the Story? worksheet, and students will use a colored
highlighter to locate the two parts in the story problems. Students will utilize the Part, Part,
Whole mats to answer the questions. (How can we solve our problems? What strategies can
we use?)
7. Teacher will introduce a challenge question on the SMART Board once students are finished
with the Whats the Story? worksheet. Students will think, pair, and share their strategies
on how to answer the challenge question and will write their answers on the back of the
Whats the Story? worksheet. (Why do you think our challenge question is different from
our worksheet? What strategies can you use? Can you write your answer in a complete
sentence and/or a part-part-whole bond?)
8. Students will submit their completed Whats the Story? worksheets to the teacher.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INSTRUCTIONAL STRATEGIES (Learning Strategies*)
Direct Instruction
Indicator: This will be evident when the teacher is educating how to analyze and answer
story problems.
Explanation Game
Indicator: This will be evident when students thinking becomes visible through
answering and forming opinions on unifix cubes.
Modeling
Indicator: This will be evident when the teacher is using the unifix virtual
manipulative to answer story problems and using different counting-on strategies.
Zoom-In
Indicator: This will be evident when students are locating two parts in the example
story problems.
Think, Pair, Share
Indicator: This will be evident when students are answering the challenge question from
the SMART Board.

ADAPTATIONS (Exceptionality*)
The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the window or hallway.

The student with dyscalculia will have a modified Whats the Story? (heart smile) worksheet
that will have no words that explains the question, only images and part-part-whole bond fill ins.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
Students will receive the Whats the Story (Circle Smile) worksheet that will have sections for
students to fill in their answers to write complete sentences. Students will have the two numbered
parts highlighted in each question and will put the parts together for the whole. Students will use
their pointer finger to read each story problem aloud to themselves. Students will utilize the
Part, Part, Whole mat, unifix cubes, and counting-on strategies to answer the questions.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Average Students
Students will receive the Whats the Story (Smile) worksheet that will have sections for
students to fill in their answers to write complete sentences. The student will use their pointer
finger to read each story problem aloud to themselves. Students will use a highlighter to locate
the two numbered parts in story problems that they will put together for the whole. Students will
utilize the Part, Part, Whole mat, unifix cubes, and counting-on strategies to answer the
questions.

Advanced Students

Students will receive the Whats the Story? (Star Smile) worksheet that will have no
identification of the numbered parts or sections to fill in to create complete sentences. Students
will use their pointer finger to read each story problem aloud to themselves. Students will use a
highlighter to locate the two numbered parts in each story problem that they will put together for
the whole. Students will utilize the Part, Part, Whole mat, unifix cubes, and counting-on
strategies to answer the questions.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will answer three out of four story problems correctly on the, Whats the Story?
(Circle smile, smile, star smile, heart smile) worksheet. Students will use unfix cubes and the
Part, Part, Whole mat to answer the questions.

INDEPENDENT PRACTICE

Following the, Whats the Story (Circle smile, smile, star smile, heart smile) worksheet,
students will be asked to complete the Domino Number Bonds worksheet. Teacher will
evaluate students understanding of part-part-whole number bond, subitizing dominos, and
answering seven out of eight problems correctly.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

Students, under direct intervention with the teacher, will complete the Complete Each Number
Bond worksheet. Students will use the unifix cubes and the Part, Part, Whole mat to visualize
the digits on the worksheet. Students will move the cubes to the whole section of the mat and
will count their total, and then record their answers.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Academic Enrichment
Students will fill in the missing parts in the Find the Missing Numbers worksheet, and will
answer thirteen out of fifteen questions correctly. Students may use prior knowledge of locating
the two parts by finding the unknown in order to answer the questions. Students may use unifix
cubes and the Part, Part, Whole mat as an aid to answer the questions.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Cuddle Bugs Teaching. (n. d.). Part, part, whole mat for addition and subtraction. Teachers Pay

Teachers. Retrieved from http://www.nysed.gov/common/nysed/files/nys-next-

generation-mathematics-p-12-standards.pdf

Engage NY. (2017). New york state next generation english language arts learning standards.

Retrieved from http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-

standards.pdf

Engage NY. (2017). New york state next generation mathematics learning standards. Retrieved

from http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics-p-12-

standards.pdf

Jennifer. (2013, October 18). Thats sum pumpkin friday freebie. [Web log post]. Retrieved

from http://positivelylearningblog.com/thats-sum-pumpkin-friday-freebie/

McGraw Hill. (2017). Glencoe virtual manipulatives. Retrieved from

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-

Interface.html

Ms Carrillo. (n. d.). Domino number bonds. Teachers Pay Teachers. Retrieved from

https://www.teacherspayteachers.com/Product/Domino-Number-Bonds-2395774

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote

engagement, understanding, and independence for all learners. Hoboken, NJ: Wiley.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Locate the two parts in each question and put them together for the
whole. Use your Part, Part, Whole mat for help.

1) There are 2 blue birds in a nest. 2 red birds are

flying. How many birds are all together?

There are ________ birds.

2) There are 9 cats and 1 dog at the park. How

many animals are at the park?

There are ______ animals.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 3)There are 5 oranges on the tree, and there are 12
apples on the apple tree. How many fruits are on
the trees all together?

There are ________ fruits.

4) Stella bought a pizza pie that has 10

slices. Patrick bought a pizza pie that has
8 slices. How many slices of pizza do they
have all together?

There are _________ slices of pizza.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Locate the two parts in each question and put them together for the
whole. Use your Part, Part, Whole mat for help.

1) There are 2 blue birds in a nest. 2 red birds are

flying. How many birds are all together?

There are ________ birds.

2) There are 9 cats and 1 dog at the park.

How many animals are at the park?

There are ______ animals.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 3) There are 5 oranges on the tree, and there are
12 apples on the apple tree. How many fruits are
on the trees all together?

There are ________ fruits.

4) Stella bought a pizza pie that has 10

slices. Patrick bought a pizza pie that
has 8 slices. How many slices of pizza do
they have all together?

There are _________ slices of pizza.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Locate the two parts in each question and put them together for the
whole. Use your Part, Part, Whole mat for help.
Write a complete sentence as your answer.

1) There are 2 blue birds in a nest. 2 red birds are

flying. How many birds are all together?

2) There are 9 cats and 1 dog at the park.

How many animals are at the park?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 3) There are 5 oranges on the tree, and there are
12 apples on the apple tree. How many fruits are
on the trees all together?

4) Stella bought a pizza pie that has 10

slices. Patrick bought a pizza pie that
has 8 slices. How many slices of pizza do
they have all together?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Locate the parts to put together the whole for each
question. Fill in the bonds.

1)

Molloy College, Division of Education, Rockville Centre, NY 11571

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 2)

3)

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4)

Molloy College, Division of Education, Rockville Centre, NY 11571

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*edTPA academic language
 Answer Key for worksheets (Star smile,
smile, and circle smile):
1) There are four birds.
2) There are ten animals.
3) There are nineteen fruits.
4) There are eighteen slices of pizza.
Answer Key for worksheet (Heart Smile):

1)

2)

Molloy College, Division of Education, Rockville Centre, NY 11571

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 3)

4)

Molloy College, Division of Education, Rockville Centre, NY 11571

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 5)

Molloy College, Division of Education, Rockville Centre, NY 11571

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*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
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 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
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 Molloy College, Division of Education, Rockville Centre, NY 11571
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 Answer Key

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Buncee Presentation
Example #1

Questions: If we zoom-in on the ducks/snakes/acorns, what do we notice? How

can we use our Part, Part, Whole mats to find out how many ducks/snakes/acorns
are in the forest? What should our two parts be for the ducks/snakes/acorns? What
is our whole?

Answers: There are two snakes in the park. There are five ducks in the park. There
are four acorns in the park.
Example #2

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
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Question: If Elizabeth has two pencils and seven pens, how many writing objects
does Elizabeth have?
Answers: Elizabeth has 9 writing objects.

Example #3

Question: Create a story problem about the snowmen/snow globes/moons. (Stories

vary among student responses).
Answers: There are two snow globes/snowmen/moons. (After story is told)

Molloy College, Division of Education, Rockville Centre, NY 11571

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Challenge Question

Answer: Eight children ate ice cream.

15

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
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