ALEX Learning Activity

  

Decomposing Numbers: Part 1

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Megan Pace
System:Baldwin County
School:Baldwin County Board Of Education
  General Activity Information  
Activity ID: 2672
Title:
Decomposing Numbers: Part 1
Digital Tool/Resource:
Grandma's Sweater Video
Web Address – URL:
Overview:

In this activity, students will practice decomposing a number in multiple ways using pictures and recording the decomposition using pictures and numbers.

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: K
10. Decompose numbers less than or equal to 10 into pairs of smaller numbers in more than one way, by using concrete objects or drawings, and record each decomposition by a drawing or equation.

Example: 5 = 2 + 3 and 5 = 4 + 1
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use objects or drawings to decompose the given number into at least two pairs of smaller numbers.
  • Record their solutions using pictures or equations.
Teacher Vocabulary:
  • Decompose
  • Equation
Knowledge:
Students know:
  • "equal to" and the concept of equality meaning "the same as."
  • Addition is putting together numbers and subtraction is taking apart numbers.
Skills:
Students are able to:
  • Represent quantities physically, pictorially, and symbolically.
Understanding:
Students understand that:
  • quantities may be named in a variety of ways.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.10.1: Identify plus, minus, and equal signs.
M.K.10.2: Match numerals to objects or drawings.
M.K.10.3: Identify numerals 1 to 10.
M.K.10.4: Count 0 to 10.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Recognize numbers from one to ten.
  • Subtract one from a set of objects (up to five objects).
  • Add one to a set of objects (up to five objects).
  • Given a group of objects (ten or less), divide the group into smaller groups in various ways.
  • Given small groups of objects, create larger groups by combining the small groups.
  • Take away objects from a large group to create two smaller groups.
  • Put together two small groups of objects to create a larger group.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Rote count to ten.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.8 Demonstrate an understanding of addition as "putting together" or subtraction as "taking from" in everyday activities, limited to 5 objects.
Learning Objectives:

Students will understand various ways a number can be decomposed and be able to record the decomposition using pictures and numbers.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

1. The teacher will play the "Grandma's Sweater" video, pausing to discuss how many buttons of each color Grandma has on her sweater.

2. After the video, the teacher will have students turn and discuss with a partner different ways to decompose 5 that were seen in the video.

3. The teacher will then ask, "What are some different ways Grandma made 5 using the buttons on her sweater?" (0 and 5, 4 and 1, etc). Transcribe student answers on chart paper or have students transcribe their answers on chart paper. Guide students in adding a numeral to each part within the set as well as the numeral for the entire set (example: for 1 pink button and 4 green buttons, circle the 1 pink button and write 1 underneath, circle the set of 4 green buttons and write 4 underneath, then ask "How many is 1 and 4?" and write 5 under the complete set).

4. Ask students "Can you think of any other number combinations that make 5 to add to the chart?"

5. Have students draw a picture of themselves with 5 buttons on their shirt. Have them choose one of the number combinations discussed or one of their own combinations that were not discussed to illustrate one way to decompose 5. Ask students "How did you demonstrate decomposing the number 5?" Have students label the parts of their set as well as the complete set using numerals. To extend this portion, students can draw friends in their picture, illustrating each person with a different way to decompose 5.
Assessment Strategies:

1. As turn and talk discussion occurs (step 2), the teacher will listen and assess student knowledge of decomposing 5 specifically listening for students to discuss more than one way 5 was decomposed. 

2. As whole group discussion occurs (step 3) to create the chart, the teacher will listen for students to explain different ways 5 can be decomposed. The teacher can ask, "How do you know?" to prompt students to defend their answers by demonstrating their understanding with a count. The teacher can also challenge students by asking, "Is there more than one way to make 5?" "How can there be more than one way, 5 is just one number?" This will prompt students to "explain" or "teach" the teacher all the ways to make 5.

3. As students complete their self-portrait with 5 buttons (step 5), the teacher can assess their understanding of the concept by looking for the student's ability to create a set of 5 buttons and explain how they decomposed the number using 2 colors.
Advanced Preparation:

Prepare video on a technology device.

Prepare chart paper and supplies (step 3).

Prepare paper and art materials for students to draw (step 5).
Variation Tips (optional):

This activity can be done with any number 2-10 depending on student needs.

During STEP 3: If available in your classroom, use a number balance or an online number balance (linked) to demonstrate the equality of each pair of numbers to 5 (ex: 5 on one side of the number balance, 4 and 1 on the other side to demonstrate the equality of the two sets of numbers.)

During STEP 5: Students who need an additional challenge can draw friends in their picture, illustrating each person with a different way to decompose 5.

During STEP 5: Students who need an additional challenge and have demonstrated a firm understanding of decomposing 5 can be given a number larger than 5 to decompose.
Notes or Recommendations (optional):

ALCOS 2019

10. Decompose numbers less than or equal to 10 into pairs of smaller numbers in more than one way, by using concrete objects or drawings, and record each decomposition by a drawing or equation.
  Keywords and Search Tags  
Keywords and Search Tags: compose, concrete objects, decompose, drawings, numbers