Parts-and-Total Diagram Math Lesson

Developmental Lesson Plan

Teacher Candidate: Amanda Guldin

Date: Group Size: 20 Allotted Time: 60 minutes Grade Level: 1st grade
Subject or Topic: Parts and Total Number Stories
Common Core/PA Standard(s):

CC.2.2.1.A.1
Represent and solve problems involving addition and subtracting within 20
CC.2.2.1.A.2
Understand and apply properties of operations and the relationships between addition and
subtracting.

Learning Targets/Objectives:

The 1st grade students will add within 10 by using a parts-and-total diagram.
The 1st grade students will construct a number sentence using parts-and-total diagram

Assessment Approaches: Evidence:

1. Domino Top-It 1. Record sheet
2. Observation 2. Kid watching
3. Parts-and-Total worksheet 3. worksheet
Assessment Scale:
1. Observing
2. to see growth in their use of strategies to add and subtract
Subject Matter/Content:

Prerequisites:
Change-to-More
Change-to-Less
adding using fingers, counters, drawing a picture, number line
subtracting using fingers, counters, drawing a picture, number line

Key Vocabulary:
Parts-and-Total diagram add, subtract, part, total, +, -, =

Content/Facts:

I. prior knowledge
A. change to less: finding the number you start with, the number you are going to
subtract and then the sum in the number story.
B. change to more: You are finding the number you start with, the number you are
going to add and the sum in the number story.
 Parts-and-Total Diagram Math Lesson

II. parts and total diagram

A. First you have them solve the number story whichever way they know how to
solve the problem. Slowly introduce how part and part gives you total.
B. Then you want to show them how you would show the part and total by putting
the information into the parts and total diagram
III. Domino Top-It
A. using Dominoes as a manipulative to help show parts and total
B. You want to pair the students up and give the directions to the game. You will
also want to demonstrate how to do the game first as well for those who still
won’t understand the game.
C. As they play the game, you will want to go around and observe how each
student is doing and make note of those who need your help.
IV. Math Journal
A. There is a page in their math journal that goes over everything they have done
so far. You do that as a class and just have the students answer each of the
questions.
V. At the end, you want to have the students work on the Exit ticket (Quiz). You want to
read each problem to the students. Be very diligent and read off everything.

Anticipatory Set
● PowerPoint-https://docs.google.com/presentation/d/
19dTHavJ1DzZGWQL_zQHYTTnUlBxpDeBxz-uPzBU5p1A/edit?usp=sharing
● Mental Math and Fluency: Change-to-More & Change-to-Less
○ Tell a simple number story: “Jack won 4 chess games. Then he won 1 more
game. How many games did Jack win in all?” 4+1=___: 5 games
○ “Leah sang 3 songs. Jenna sang some more songs. All together they sang 7
songs. How many songs did Jenna sing?” 3+___=7: 4 songs
○ “Tinu Poured 8 glasses of lemonade. Some Glasses tipped over. 6 glasses were
left standing. How many glasses tipped over? 8-___=6: 2 glasses
 Parts-and-Total Diagram Math Lesson

Development/Teaching Approaches

● Introducing Parts-and-Total Diagram

○ Explain that not all number stories are change-to-more & change-to-less
situations and that today children will learn about another type of situation.
○ “Theresa has 3 pencils in her backpack and 6 pencils in her desk. How many
pencils does she have all together?”
○ Have the children make sense of the problem. To solve it anyway they can,
(Counters, drawings, number models, or other strategies), and to do the
problem. Have them share how they solved the problem.
● Parts-and-Total Diagram
○ Introduce parts-and-total diagram to summarize the number story and to help
children organize their thinking.
■ “How many pencils are in Theresa’s packback? 3 pencils That is part
of what she has. (Write 3 in the first part box)
■ “How many pencils are in Theresa’s Desk? 6 pencils That is the other
part of what she has. (Write 6 in the second part box)
■ “How many pencils does Theresa have all together, or in all? 9 pencils
That is the total number of pencils she has. (Write 9 in the total box)

Total

Part Part

○ Have the children help write the number model for the story. Connect the
diagram to the number model by asking how each of the terms in the model
relates to the diagram. The two numbers we add together are the parts, and the
sum is the total in the diagram; 3+6=9
○ Complete page 18 and 19 in the red math journal together.
■ “Now class let's go into our red math books to pages 18 and 19.”
■ “Repeat after me: Lupe read 5 books in September…
■ She read 4 books in October…
■ How many books…
■ did Lupe read in all?...”
■ “What do we do first?” (student answer by circling the numbers)
■ “Are we going to be adding or subtracting if it is asking how many
books did she read in all?” (Student should answer adding)
■ “What will my number sentence be?” (Student answer 5+4)
 Parts-and-Total Diagram Math Lesson

Closure/Summarizing Strategies:

● “For the last thing today, we are going to be doing a little quiz so I can see what you
know.”
● pass out the papers
● “Repeat after me… Jenny answered every test question… She got 5 right… and 3
wrong…How many questions were on the test?...”
● “What I would do first is circle the numbers. Then I would think, am I adding to find
the total test questions or subtracting if it says in all. Then, I would find how many
questions there are in all and write on the line next to questions. Last, I would put my
numbers in which ones are part and which ones are total.”
● Do the same for the second question
● “For our last question, it is just a small review, I want you to count by 1’s. They gave
us 43 and 44. I want you to find the next 4 numbers that come after 44.”
● “When you are done with that you can bring your papers to the blue chair and come sit
at the rug”

Accommodations/Differentiation:

● Watch for children who struggle to fill the parts-and-Total diagrams. Provide them
with additional blank diagrams on which to record and draw models or place
manipulatives to represent their thinking before completing the diagrams and number
models.
Materials/Resources:

Power Point
https://docs.google.com/presentation/d/19dTHavJ1DzZGWQL_zQHYTTnUlBxpDeBxz-
uPzBU5p1A/edit?usp=sharing

Domino Top-It Record Sheet

see power point

Parts-and-Total worksheets
see powerpoint

Dominos
- powerpoint and the physical domino

Math Assessment Reflection:

https://docs.google.com/document/d/1QIo96ck_f6-CYvDdceQDyoecNgrxnc_fsOFp_zRAFVg/
edit?usp=sharing

Summary of Data:
In the game ‘Domino Top It’, I was seeing if the students could add, count dots on a
domino, and know which number is bigger and circle it. For the most part they understood what
they had to do and there were only minor errors. Like putting the numbers in the record sheet
 Parts-and-Total Diagram Math Lesson

instead of dots, adding one domino wrong, or not completing the sheet. In the small quiz I gave
the students at the end of the lesson, I was checking to see the students' additional skills, if they
understood part-and-total diagram and where to place the numbers, and I wanted to see if they
remembered how to count by ones. There was a lot of mixing of the numbers in the part-and-
total diagram, adding instead of subtracting or vice versa, and some students didn’t remember to
count by 1’s.

Strengths:
In the Top It game, eight out of sixteen of the students were able to add, count the dots,
and circle the bigger number. I would have liked for more of the students to be able to get 3s in
all the areas, but all the errors were minor or the students were not paying attention when
instruction was given. There were only two groups that I had to actually work with to help them
along, but as I was walking around observing, K & M, A & I, G & B, S & H, and some others
looked like they were flying right through it and didn’t need my help at all when playing the
game. When I was working with G & T, I was working through 2 games with them, and when
asked why they were circling the domino, they said it was because it was the bigger number.
When checking over their score sheets, it was clear who paid attention to the directions and the
demonstration I gave and who didn’t. I feel like having the dominos helped with adding and
counting the dots. It also helped them understand part and total as well when it comes to adding
two things together to try to find the total. For the quiz I gave, the students seem to have
counting by 1’s down and adding. There were only 2 out of 17, who got 3’s in all three
categories. When going over their work, GD and M, were able to follow along as I was guiding
them through the quiz. I would have liked there to be more and there probably would have been
if most of the students errors were just adding wrong or mixing part-and-total diagram numbers
up.

Weaknesses:
In the Top It game, there were a few minor errors during this. Students, GD and C got
zeros because they didn’t listen to instruction and demonstration. They also didn’t even get past
the first round of dominos. I had to be with them for most of the game to help them through it.
For adding the dots to get the total, WI, T, and K were the few who didn’t get a 3 because they
didn’t add 1 or 2 dominos correctly. Only B put the actual number instead of the dots of the
domino on the record sheet, so I only took a half point off. K didn’t circle the bigger number on
1 of the dominos, so I only also took a half point off for that and AY didn’t follow the
instructions or demonstrations that you pick the bigger domino total between 2 of the dominos.
For the quiz I gave at the end of the lesson, the students seemed to struggle with figuring out
where to put the numbers in the part-and-total diagram. They were also struggling in the second
problem with figuring out if they were adding or subtracting along with the part-and-total
diagram. For example, H, B, AY, WI, T, and K mixed up the numbers in the part-and-total
diagram. They put the part in the total and the total in the part. S, GS, W, AY, I, and C either
added instead of subtracted or they added wrong altogether. Only 3 students got counted by 1’s
wrong. WI didn’t continue from 44, he went, 44, 44, and continued up from there. Another
student, AV, had a little minor by repeating 46 instead of it being 47. One student, S, didn’t even
attempt to count by 1’s, they just rushed to hand it in when they were done. For Part-and-Total
Diagrams, the students need a little more work on finding the second part and where to put the
numbers in the part and total diagram.
 Parts-and-Total Diagram Math Lesson

Remediation Plan:
I plan to put students into groups based on what they seemed to be struggling in. I would
put AY and K in a group to make sure they know the bigger numbers based on the dots of a
domino. I would also like to put WI, T, and K together as another group to work on adding
domino dots together to get a total. For parts-and-total diagrams and adding, I would do that as a
whole group again. They seemed to understand better when I used a domino, so I think I would
go over the slides with the dominos one more time, but also add other domino combinations as
well.

Reflective Response:
How would you improve?
The students seemed to be getting antsy when we were going over the prior knowledge
and teaching parts-and-total diagram. So I would have moved them to the rug when I was doing
prior knowledge and part of the actual lesson. I probably could have but in a little brain break to
get their wiggles out. I also wished I would of spent more time on the parts-and-total diagrams
problems so they students would been able to understand it better for the exit ticket that was at
the end of my lesson.

How engaged were the students?

The students loved when I would call on them to answer the questions. They were also
eager when I said that they could write the answer up on the smart board. Most of the students
knew when to listen to me when I was instructing and when to talk when it was group work time.
The students had fun with the game we did, and a student even asked if they could take the
directions of the game home, so they could do it there.

Classroom Management
Most of the students were on task. When I said to repeat after me, they would repeat what
I said. They also knew when to stop repeating what I was saying. They knew the steps to take
when we did a math problem in class (Circle numbers, add or subtract, bigger number, number
sentence, total). They also know how to respond when I say “Class, class”, they would respond
“Yes, yes”. They also know when Me or the other teacher sings “I see a blank space baby!” They
would respond with “I’m gonna write my name.”

Any other thoughts?

I was pretty nervous to do this lesson because I was recording it and it was the first time I
was getting graded on a lesson I prepared and taught. I found that I was a little shaky and less
confident because I recorded this lesson. I feel like this was a really good learning experience. I
learned what worked and what didn’t, and I feel prepared to continue teaching lessons and
growing as an educator.