1. Identify the outcomes to be learned
NK.4 Represent the partitioning of whole numbers (1 to 10)
concretely and pictorially.
a) Show a whole number in two parts, using fingers, counters or other
objects and name the number of objects in each part.
b) Show a whole number in two parts, using pictures, and name the
number of objects in each part.
Determine how the learning will be observed
What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical
concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student
understanding?
How can I document the children‟s learning?
This is for 8 items to share with your friend (change # depending on students ability)
Observational notes can be taken using the form below during the friendship
sharing problem. Students will be recording their number combinations using
pictures and or numerals. This can also be used for evaluation purposes. Are
students recording in more than one way (numerals and pictures)? Can student
recognize when they have found a different combination? How many different
combinations can they find?
0-8
1-7
2-6
3-5
4-4 and so on…
5-3…Do students noticing anything about the combinations
(Commutativeproperty)?

2. *** Day One Observational Notes and Photo Documentation
*** Day 2 Rubric and Self-Assessment
Name: Makes one number in Knows that the Uses appropriate
Comments different ways rearrangement math language
doesn‟t change the
number

3. Plan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the
learning outcomes?
What will the learning environment look like?
What strategies do children use to access prior knowledge and continually
communicate and represent understanding?
What teaching strategies and resources will I use?
I used paper plates
Another great site:Sparklebox
Before
Listening activity (at tables)
Take a small metal pail and some rocks. Have students close their eyes and listen as
you drop rocks into a pail (one at a time). Have students show using their fingers,
how many drops they heard. It is very difficult for students to just listen, rather
than count aloud as rocks are dropped. Have students show using their fingers each
time a rock is dropped. Ask “How many?” once a desired amount of rocks have been
dropped.
Display rocks on a ten-frame to show how many were dropped into the pail.
Repeat a few times.
Have students move to a different area in the classroom (story corner).

4. How could we talk about numbers in this picture?
How are numbers represented in this picture?
“I have some pictures of birthday cakes. On each cake is a numeral. Let‟s read the
numbers together.” You may want to use numbers 0-5 or 5-10 or 0-10.
“I am going to pass out the number cards and I want you to work together and put
yourselves in order from 0-10 (or whatever you are working with).” “The rest of us
will be an audience and watch and listen. We will check their work when they are
done.”
Pass out number cards.
Watch and listen as students work on ordering themselves. Once they are done, or
think that they are done, have the audience give thumbs up or down if they think it
is in the correct order.
If it is not, have the audience use math language, to tell their friends where to
stand in order to be in the correct sequence.
This is important to model and have students use language such as before, after
and in-between.
Repeat this process.

5. During
Have students return back to their tables sitting next to a partner. They will need
a pencil or any other tool to record their work.
Before you read the problem to students show them the two part math mat. “Why
do you think it is called a two part math mat?” Explain to them that they will have
two plates to share 8 items with your friend.
Also, show students their recording booklet.
Introduce the problem to students.
Change # of items being shared, depending on students ability
You and a friend are at a birthday
party playing a sharing game.
Together you share 8 items in all.
How many did each of you receive?
Each student will have their own recording booklet, but they will share one two-
part-math mat and the 8 items with their partner.
This is when you step back (so to speak) and let your students‟ problem solve on
their own. Listen and watch, take observational notes. Have questions ready on your
clipboard that you may ask as you are observing students. See questions under
observational recording sheet.
After
Show and share time
Have students return to the story corner with only their recording booklet.
Sit in a circle and have a two part mat and birthday items available for student
demonstration if needed.
Who would like to share one way they shared the 8 birthday items?

6. Record on chart paper (teacher) or Smart board
0 8 0+8=8
1 7 1+7=8
2 6 2+6=8
You can also model the addition sentence. You do not need to explain this at this
time. Some students may see a connection. Let them be the ones to „see‟ the
connection and explain what they know (if they are ready).
Assess student learning and follow up
What conclusions can be made from assessment information?
How effective have instructional strategies been?
What are the next steps for instruction?
How will the gaps in the development of understanding be addressed?
How will the children extend their learning?
You could do a journal activity and have them choose their own number to represent on a paper
plate two part math mat. They need to show their number in two parts and will have to explain to
the teacher about their journal as teacher scribes what they say, naming the number in each of the
two parts.
Day 2—Exemplar- Focus on representation