#### Lesson Plan

## Numbers Are Made of Parts

### Alignments:

### Grade Levels

### Related Academic Standards

### Assessment Anchors

### Eligible Content

### Big Ideas

### Concepts

### Competencies

### Objectives

Students will gain greater understanding of the fact that numbers are made of parts. Students will:

- count with understanding and recognize “how many” are in sets of objects.
- count, with and without objects, forward and backward to at least 20.
- recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence.
- compose and decompose numbers up to 10 with objects and pictures.
- develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections.
- connect number words and numerals to the quantities they represent, using various physical models and representations.

### Essential Questions

- What happens when I take a group of numbers (objects) apart or put them together?

### Vocabulary

Vocabulary hasn't been entered into the lesson plan.

### Duration

90 – 120 minutes

### Prerequisite Skills

### Materials

- paper bag containing 10 to 20 farm-animal counters (or pictures)
- T-chart labeled with Yes/No drawn on board or chart paper
- additional farm-animal counters for student use (see www.learningresources.com) or any other counters, or small cards with several different types of animal pictures on both sides
- one cup for each child
- barn story board ( K-1-3_Barn Story Board.doc).
- Student copies of Animal Spill Recording Sheet ( K-1-3_Animal Spill Recording Sheet.doc)
- copies of Kindergarten Composing and Decomposing Assessment ( K-1-3_Composing and Decomposing Assessment.doc)

### Related Unit and Lesson Plans

### Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

- www.learningresources.com
*Thinking Mathematically*by Thomas Carpenter, Megan Franke, and Linda Levi. Copyright 2003, Heinemann (cognitively-guided instruction).*Elementary and Middle School Mathematics: A Developmental Approach*by Van de Walle, Copyright 2009.- http://standards.nctm.org/document/chapter4/numb.htm

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