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EDU 341
Professor Wisnewski
Some mathematical concepts that can be taught using pom-poms include patterns, graphing,
sorting and counting, number sense and counting, adding and subtracting, and making basic shapes like
circles, triangles, or squares. In this lesson I have chosen to use pom-poms as counters to practice
addition, part-part-whole relationships, and solving multiplication problems with equal-groups. Below are
images of some mathematical concepts that can be taught using pom pom counters. These concepts
pictured below correspond with my developmental procedures.
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
Indicator: This will be evident when students use pom-pom counters to represent the combinations for a
particular number.
NY-K.OA.2a
Domain: Operations and Algebraic Thinking
Cluster: Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
Standard: Add and subtract within 10.
Indicator: This will be evident when students compose or decompose the designated quantity that is
written on the missing-parts card into two or more parts.
NY-K.OA.3
Domain: Operations and Algebraic Thinking
Cluster: Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
Standard: Decompose numbers less than or equal to 10 into pairs in more than one way. Record each
decomposition with a drawing or equation.
Indicator: This will be evident when students determine the missing addend that makes the designated
whole number and record it on the part-part-whole chart.
DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Students will sit together on the rug where the teacher will show students a “missing part card,”
with the flap closed. Teacher will instruct the students to look at the whole number and
corresponding dot set on the card and identify how many more dots are needed to make the whole
number. (How many are missing?)
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
2. Teacher will ask one student to answer using fingers to explain their response. Teacher will
instruct the student to raise the flap on the “missing-part card” to reveal the hidden dot set and
check their answer. Teacher will write the equation to match the problem on the board to
represent the number sentence. Teacher will continue with additional cards. (How many more
dots did we add to make the whole number?)
3. Students will return to their desks and be given a set of “missing-part cards” to and pom-pom
counters. Students will continue to find missing parts, justify their responses by using pom-pom
counters to explain, and then self check under the flap for the correct answers. Students should
record their responses on a separate piece of paper. (How did you decide how many dots you
needed to make the whole number?)
4. Teacher will progress monitor to be sure students remain on task and listen to student
explanations as they work and record what students understand about composing, decomposing,
and part-part-whole relationships. (What do we call the types of number sentences that you have
made?)
5. Teacher will bring students back together to share their strategies while they were working with
the “missing-part-cards.” After a few strategies have been shared, teacher will instruct students to
discuss similarities and differences that they see in the various strategies. (Did you take out the
total number at the beginning of the card and then break off the first dot set on the card to find
the missing part? Did you count out the total number and use the pom-pom counters to add and
count on to find the missing part?)
6. After students have shared strategies split the students into pairs and give each pair an “on/off
mat” and a handful of pom-pom counters. Teacher will instruct students to work with their
partner on this activity and then will model the activity for the students first. Students will count
out 10 pom-pom counters to start. One partner will gently drop the pom-pom counters so they
land on the “on/off mat” and the other partner will count how many pom-pom counters landed in
each different colored area on the mat. Students should record how many landed in each area.
Students will take turns spilling the pom-pom counters and counting how many landed in each
color. After a few minutes of working the teacher will have students share their outcomes as a
class and record the answers for students to see on the board. (If 7 pom-pom counters landed on
the blue side, how many does that mean landed on the other side?)
7. Students will work with their partner to solve the Part-Part-Whole Worksheet b efore going over
answers as a class. Teacher will look for misconceptions or misunderstandings and will guide
students in a conversation to debrief the Part-Part-Whole Worksheet and process the lesson.
(What did you learn about combinations of numbers while working with your partner today?
What are some ways you can make ____? What goes with _____ to make ____? Is there another
way to make ___?)
8. Teacher will administer the Part-Part-Whole exit ticket. Students will complete the assignment
independently and submit their work when they have finished. Teacher will assess their work
later to determine any misunderstandings or misconceptions.
When students progress from drawing realistic (artistic) pictures of situations to diagramming addition
and subtraction situations using circles or other symbols, and making connections between them, they are
relating the concrete to the abstract (MP.2) and making their first mathematical models (MP.4).
Equations to describe these situations (such as 8 + 2 = 10) are also mathematical models.
Mathematically proficient students make sense of quantities and their relationships in problem situations.
They bring two complementary abilities to bear on problems involving quantitative relationships: the
ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the
representing symbols as if they have a life of their own, without necessarily attending to their
referents—and the ability to contextualize, to pause as needed during the manipulation process in order to
probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a
coherent representation of the problem at hand; considering the units involved; attending to the meaning
of quantities, not just how to compute them; and knowing and flexibly using different properties of
operations and objects.
Mathematically proficient students can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a
school event or analyze a problem in the community. By high school, a student might use geometry to
solve a design problem or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable making assumptions
and approximations to simplify a complicated situation, realizing that these may need revision later. They
are able to identify important quantities in a practical situation and map their relationships using such
tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their mathematical results in the context of
the situation and reflect on whether the results make sense, possibly improving the model if it has not
served its purpose.
NY-3.OA.1
Domain: Operations and Algebraic Thinking
Cluster: Represent and solve problems involving multiplication and division.
Standard: Interpret products of whole numbers, e.g., interprets 5 x 7 as the total number of objects in 5
groups of 7 objects each.
Indicator: This will be evident when students solve basic multiplication facts.
DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Teacher will begin lesson with students sitting on the rug participating in a skip-counting activity
as a group. The teacher will first instruct the students to join in counting aloud numbers 1-20
forward and backward. The teacher will use fingers to rhythmically point upward or downward
signaling whether students should count up or down. (Can you count to 20? Can you count
backward from 20?)
2. Teacher will instruct students to count to 20 forward and backward again but instead will instruct
students to whisper every other number. The teacher will then have students count forward and
backward to 20 again but instead will instruct students to hum every other number instead of
whispering. The teacher will instruct students again to count to 20 forward and backward again
but instead of whispering or humming this time the students are instructed to think silently every
other number. Students will then discuss with their partner what they just counted by. (What did
we just count by?)
3. Students will return to their desks and the teacher will project a problem on the board. The
students will be instructed to read the problem, draw and label, write an equation, and write a
word sentence. The teacher will give students ten minutes to complete the problem. Students will
be asked to volunteer to explain how they found their answer. (What is the total? How did you
find the total?)
4. Teacher will select ten students to come to the front of the room. The teacher will ask the
students to say how many arms they each have. Students will skip-count the students’ arms by
twos to determine how many arms they have altogether. The teacher will instruct the students to
lift up their arms once they have been counted in order to keep track of the count. (How many
arms do we have in all?)
5. Teacher will instruct the students to put their arms down and asks how many twos did they count
to find the total? The students will be instructed to turn and whisper to their partner to discuss
Students learn and use strategies for finding products and quotients that are based on the properties of
operations; for example, to find 4 × 7, they may recognize that 7 = 5 + 2 and compute 4 × 5 + 4 × 2. This
is an example of seeing and making use of structure (MP.7). Such reasoning processes amount to brief
arguments that students may construct and critique (MP.3).
Mathematically proficient students understand and use stated assumptions, definitions, and previously
established results in constructing arguments. They make conjectures and build a logical progression of
statements to explore the truth of their conjectures. They are able to analyze situations by breaking them
into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them
to others, and respond to the arguments of others. They reason inductively about data, making plausible
arguments that take into account the context from which the data arose. Mathematically proficient
students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or
reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.
Elementary students can construct arguments using concrete referents such as objects, drawings,
diagrams, and actions. Such arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. Later, students learn to determine domains to which an
argument applies. Students at all grades can listen or read the arguments of others, decide whether they
make sense, and ask useful questions to clarify or improve the arguments.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for
example, might notice that three and seven more is the same amount as seven and three more, or they may
sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8
equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In
the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the
significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line
for solving problems. They also can step back for an overview and shift perspective. They can see
complicated things, such as some algebraic expressions, as single objects or as being composed of several
objects. For example, they can see 5 - 3(x - y) 2 as 5 minus a positive number times a square and use that
to realize that its value cannot be more than 5 for any real numbers x and y.
New York State Education Department. (2017). New York State Next Generation Mathematics
Standards. Retrieved September 29, 2018, from
http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics-p-12- standards.pdf