Part + Part = Whole Unit Overview
First grade students will develop strategies for adding whole numbers based on their prior work with small numbers. They will use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and and subtraction, and to develop strategies to solve arithmetic problems with these operations.
Common Core Standards
Using addition and subtraction within 20 to solve word problems involving situations for addition to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using objects, drawings, and equations, with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.OA.A.1
Work with addition and subtraction equations. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _. CCSS.Math.Content.1.OA.D.8
Technology Literacy (Iowa Core Curriculum- 21st Century Skills)
Use technology resources to identify problems, help recognize and describe patterns, make predictions and / or propose solutions.
Learning Objectives
Given three numbers(C), first grade students(A) will solve part/part/whole simple word problems using manipulatives, IPads, and Smart board games (B)with 90%accuracy(D).
Given a series of numbers (C) first grade students working collaboratively(A) to determine the unknown whole number in an addition equation (B) with 90% accuracy.(D)
Given daily resources (C) first grade students (A) will use Readings, watchings and listenings to benefit them in developing their addition skills (B) that will be monitored by teachers expecting 100% completion. (D)
Teaching Strategies
To ensure that students start off with a solid foundation for addition and subtraction we will concentrate on working on part, part, whole to ensure that children learn that 2 and 3 make 5, but so do 4 and 1. We will be using concrete objects to allow students to make sense of the part-part-whole relationship between two or more parts, once students can visualize the part-part-whole relationships, they will then move on to put these relationships into pictorial representations and math models increasing students “number sense”.
