Number Bonds (Part-Part-Whole)

Gradual Release of Responsibility Direct Modeling Lesson Plan Format Template

Learner and Environmental Factors

 Grade Level: First Grade
 Content Area: Math

Standards (KCCRS or Your State Standards):

 1.OA.C.5
o Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
Lesson Performance Objective(s):

 The students will learn about number bonds by using counters to create number bonds that
match various pictures with at least 75% accuracy.

Materials:

 Practice Page 1
 Practice Page 2
 Exit Slip
 Pencils
 Counters (10 for each student)
 The Elmo
 Whiteboard
 Whiteboard markers/eraser

Background Knowledge Required:

 Some knowledge of addition

 Know how to write
 Knows number 1-10
 Know how to draw
 Knows how to follow multi-step directions

Student Grouping(s):

 Discussion of number bonds and Show Me Your Math Fingers Game- whole group, partners
 Practice Page 1- Whole group and Individual
 Practice Page 2- Individual
 Show what you know quiz (exit slip)- individual

Anticipatory Set and Purpose:

 Show Me Your Math Fingers Game

o Tell Students “We are going to play a game! How many fingers do we have?” 10 fingers
 o Tell Students “We have 10 fingers! I am going to call out a number. You are going to
show that number using your fingers.”
o Every time the students hold up their fingers, ask the students “how many more fingers
are needed to make 10?” and ask them to share their answers with the person seated
next to them. Then call on students to answer the question.
o On the whiteboard, record students’ answers in a number bond to get students
thinking.
o Do this process multiple times.

Introduce the Lesson:

 Today, we are going to learn about number bonds! We are going to use counters to help us
create the number bonds. This will help us become better mathematicians!

Instruction:

Stage 1:

 Have students go back to their seats.

 Using the projector and counters, show a group of 7 counters to the students.
 Ask students “How many counters do you see?” 7
 Tell students “These counters can be arranged in a lot of different ways. For example, I can have
3 counters together and 4 counters together and there will still be 7 counters. What are some
other ways I can make 7 counters?” Call on various students and show their examples. Answers
will vary.
 If students are struggling with this concept, do another example with a different number (ex. 4).

Check for Understanding

 During this process, I will check for understanding by calling on various students to tell me the
ways I can make 7 counters.

Stage 2:

 Tell students “I am going to give you 10 counters. You are going to put all of your counters on
your “No Touch Zone” (name tag). Since they are on your No Touch Zone, you do not get to
touch them yet”.
 Tell students “I want you to get 9 counters”. Students move 9 counters from name tag to the
middle of their desk.
 Tell students “There are many different ways that you can group these counters. For example, I
can have a group of 6 counters and a group of 3 counters. Altogether, we have 9 counters total”.
 Have students copy the grouping.
 Tell students “I can also group them 8 and 1”. Point to the 1 counter and say “even though he is
all alone, this counter can still be its own group.”
 Tell students “With your table partner, I want you to try to come up with different ways to
group your 9 counters. There are many different ways, so you might each think of something
different”. Give students time to discuss.
  Call on students. As they are explaining their grouping, model how to put their groupings into a
number bond. Discuss that the number bond represents the parts and the whole of a number.
 Have students place all their counters on their “No Touch Zone”.
 Collect the counters.
 Pass out Practice Page 1 to students. Have them write their name at the top. They do not have
to write the date.
 Read directions to students: Circle 2 parts you see. Make a number bond to match.
 Model the first two with the students and explain the parts and whole of a number. Explain and
show students how to circle different parts of the dots that are arranged and place the numbers
in the number bond. Remind students that there are many ways to group the counters/dots.
o If students are still struggling, complete 3 and 4 together.
 Have students complete the rest of the page independently. Tell students “Remember, there are
many different answers. Your neighbor might have a different answer than you and that is ok.
Also, make sure you are only making two parts (group)”. As they are working, walk around to
see if students need help.
 Go over possible answers with students. Call on students to come to the white board to
show/explain their answer.

Stage 3:

 Pass out Practice Page 2 to students.

 Have students complete 7 and 8 independently (Circle the 2 parts and make a number bond to
match).
 On question 9, read the problem to the students. “How many pieces of fruit do you see? Write
at least 2 different number bonds to show different ways to break apart the total.”
o Tell students “you are making two different number bonds. For this question, do not
circle the parts. Just write them in the boxes.”
 If I see that students are struggling, do the first number bond together and then
they make the second number bond on their own.
 Tell students “when you are finished, raise your hand and I will come around to check your
answer. Once you have a star on your paper, you may put your papers in your mail box and get
ready for your Show What You Know quiz”.
 Students take quiz independently.

Differentiation:

 There are some students in the class who struggle with working together or in small groups. In
order to be proactive, I will walk around during group time and monitor students’ actions and
behaviors. I will redirect misbehavior when necessary. This will help them stay on-task and
create a safe environment.

Assessment/Evaluation:

 I will assess/evaluate the students based on if they followed the directions and participated
throughout the lesson.
  I will assess/evaluate the students through their “Show What You Know” quiz and if they
completed the quiz with at least 75% accuracy.

Closure: Restate the introduction, give a quick summary, tell how the skill will be used in the future.

 Tell students “Today, we learned about number bonds. Creating number bonds helps us see the
different parts to a number!”

Citation:

Pearson. 1.OA.C.5 Lesson 2 [PDF document]. Retrieved from file:///C:/Users/Jessica/Downloads/

Number%20Bonds.pdf.