Allysen Breeden

Part-Part Whole
Rationale:
Represent and solve problems involving addition and subtraction.
CC.1.OA.1, Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all
positions.
Source:
Mrs. Schantzer, she came up with this to help break this down
since it can be confusing for students.
Also this is a lesson in Go Math that is being broken down first
Objectives:
Use manipulatives to represent parts and wholes to form math
sentences.
Materials:
White boards and markers
Unifix cubes
Dominoes for the groups that seem to understand with unifix
cubes
Procedure:
When students are not with me they will be practicing math in
their assigned center for the day. Students will remain at the
same center for the entire math period. I will wait a few minutes
to allow students to get settled into their station so if there are
any issues I will be able to solve them without being pulled away
from the group I am working with.
I will ring the bell, and half of the group will go to Mrs.
Schantzers table and the other half will be coming to my table.
They will not need to bring any materials but their sock for an
eraser.
Middle Group:
Today I want to introduce something new to you
called part-part whole. I will be the only one with a
white board as well as unifix cubes. First I want to
draw something on my board. I am going to start by
drawing a large rectangle on my white board. This
rectangle is whole, but now I want to make this
whole rectangle into 2 parts, to do this I will draw a
line across the middle. We will need one more line,
this one will go vertically in the bottom rectangle
like this.

Taking the unifix cubes I will have 5 total cubes, I

will place these in the whole box. How many cubes
am I starting with? (5) This is my whole number. I
am starting with 5. I will then hand the whole
amount to a student Take away part of the 5 train,
as many as you want, and put it in one of our parts
on the board. Now take the other part and put it in
the other part box. Do you see how we went from a
whole to two parts? We can use the whole, part and
part numbers to write addition and subtraction
facts. If we want to write addition facts, that means
we are going to put the two smaller parts together
to make the big whole number. The two smaller
parts will be our addends. So, what are the
addends? If we put the two parts together we will
form a whole, which will be our sum. What is our
sum? Can we change the order of the addends to
write another addition sentence?
If we wanted to write a subtraction sentence, we
will need to start with the whole, which is what?
Now we are going to take away one of the other
parts. Which part should we take away? This means
that our difference will be the other part. But what if
we start with the whole and we want to take away
the other part first? Now what will our difference
be? Wow, look we can write all of these math facts
using the same numbers from the part part whole
boxes.
Now, I will give each of you a board and a marker,
we are going to draw our part-part whole on our
boards together. We are going to start by drawing a
rectangle. Now we need to draw a horizontal line
across the middle. Next we will draw a vertical line
down the middle of the bottom rectangle. I will be
drawing at the same time as the students. If
students are unable to draw it themselves I will help
them draw one. Now each of you will get your own
cubes or counters. Each will get a total of 7. I
want each of you to show me using your cubes, our
whole number in the correct box. Give students
wait time and make sure each student is on the
same page. Now I want you to write the number
inside the box. I will be doing this with the
students; only after they have theirs in the correct
box will I put mine as well. Now another student will

choose how many to take away. Now I want you to

move the parts into their boxes and write each
number in the box. I will do the same again when
all students have theirs there. What is one math
fact we can write? Addition or subtraction can be
used each will be shown.
Students will do one more example, but more
independently, they will all use the same numbers
though.

High Group:
I will introduce the lesson the same way as I did with the middle
group. If students are able to understand more quickly, then they
will do 1 independently and one without using the manipulatives.
If they still need the support I will follow as above.
Low Group:
I will introduce the lesson the same, however I will do 2 problems
with the students before giving them their own materials to work
with. Also, they will not do any independently unless I see they
are able to try one on their own.

Assessment:
I will be able to assess students understanding as we move
through the lesson by asking questions and observing what
students are doing.
Note:
Not every group will be seen in one day. We will get through 2
guided math groups a day.
Part part whole will continue the next day. If students need more
practice, they will use more manipulatives. If students seem
comfortable with the bar model, they will complete workbook
pages.