Student  One –  Autistic
Student Two – ADHD
Part 1
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Part 2:
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Suggested Format:
Part 1: Lesson Plan:  Created and Informal Assessment (I suggest something simple such as a checklist with students name listed on the left and success criteria at the top that can be checked off)… 
Part 2: Scaffolding for 2 identified students  – Student  One –  Autistic. Student Two – ADHD.
3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Lesson 2: Relate number sentences and
number bonds through story problems.
? 50 MIN
Lesson at a Glance
In this lesson students relate the parts and total of a number bond to the parts and total of a number
sentence. Students realize that number bonds and number sentences are ways to represent math
stories, and that they can identify the parts and total in both representations.
? Key Questions
How do number sentences and number bonds help us tell math stories?
How are number sentences and number bonds the same?
Agenda
Materials
Lesson Preparation
Fluency 10 min
Launch 10 min
Learn 25 min
Teacher
Tear out the Shake Those Disks
removable from the student book
and place it in a personal
whiteboard. Each student pair
needs one. Save the removable for
use in lesson 3.
Relate Representations
Represent Pictures
Problem Set
Land 5 min
Sticky notes (2)
Students
Shake Those Disks removable
(in the student book)
Two-color counters (10 per
student pair)
Cup (1 per student pair)
Blank paper
Crayons
Personal whiteboard
Dry-erase marker
Student book
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Fluency
? 10 MIN
Ready, Set, Count
? 10 MIN
Students represent two parts and find the total to prepare for understanding
addition as putting together.
Have students form pairs and stand facing each other.
Model the action during a practice round. Make a fist and shake it on each word as you say, “Ready,
set, count.” At “count,” open your fist, and hold up any number of fingers.
Tell students that they will make the same motion. At “count,” they will show their partner any number
of fingers. The partners count all of the fingers to find the total.
Clarify the following directions:
Show zero with a closed fist after you hear “count.”
Try to use different numbers each time to surprise your partner.
Differentiation: Challenge
Students who demonstrate fluency with totals within 10 can be placed into triads. This
challenges them to find a total with three parts and increases the complexity by extending
to totals within 15.
Each time partners show fingers, have them both say the total number of fingers.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Partners A and B: “6”
Circulate as students play the game to ensure that each student is trying a variety of numbers.
Shake Those Disks
Materials—S: Two-color counters, cup, Shake Those Disks removable, personal whiteboard, dry-erase
marker
Students record a total and parts in a number bond to build fluency with
decomposing a number in more than one way.
Form student pairs. Distribute a marker, a cup of counters, and the Shake Those Disks removable in a
personal whiteboard to each pair. Have them play according to the following rules. Consider doing a
practice round.
Partner A: Shake and spill the cup of counters.
Partner A: Place the counters on the number path and count.
Partner B: Write the total in the number bond.
Partner B: Count the number of red and yellow counters, and then write the numbers in each
part.
Switch roles after each turn.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Circulate as students play and ensure they are correctly recording the parts and totals.
Differentiation
Consider differentiating the activity by assigning different numbers of counters. Students
can be given anywhere from 3 to 10 counters to support or challenge them as needed.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Launch
? 10 MIN
Launch
? 10 MIN
Materials—S: Blank paper, crayons
Students visualize and represent a math story by making a drawing and using
numbers.
? Cover your eyes and make a movie in your mind as I tell a story.
There are some pigeons on our playground. Then some more pigeons land on our
playground.
Open your eyes. Turn and talk about how you saw the pigeons in your mind.
Teacher Note
If pigeons are not common in your region, change the story to incorporate a bird that is
more familiar to students.
Give students a moment to talk about what they saw in their mind. Then use the following prompts to
help them with the mathematical parts of the story.
? Tell your neighbor how many pigeons you saw at first.
Tell your neighbor how many pigeons landed next.
Distribute paper and crayons.
? Make a math drawing of how you saw the pigeons. Use a number bond or a number sentence
to tell about the picture.
As students work, support them as needed. Identify two student work samples for use in Learn: one
that uses a number bond and one that uses a number sentence.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
? Look at your picture. Do you know the total number of pigeons? How do you know?
? I know the total. I counted all of them.
The total is right here in my number bond.
Transition to the next segment by framing the work.
? Today, we will use our pictures to see how our number bonds and number sentences are the
same and different.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Learn
? 25 MIN
Relate Representations
? 25 MIN
Materials—T: Sticky notes; S: Drawing from Launch
Students make connections about how number bonds and number sentences
represent a math story.
Display two student work samples, one that uses a number bond and one that uses a number
sentence. Invite the students who own the work to tell their story about the pigeons.
? Sam, tell us about your math story.
? Here are the birds that were there at the beginning. There are 2. These are the birds that came
flying. There are 3. 2 and 3 is 5. I wrote that in the number bond.
Sam’s math drawing
? Jacob, tell us about your math story.
? There were 7 birds on the playhouse. Then 2 came walking up. Now there are 9 birds.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Jacob’s math drawing
Focus attention on the sample that uses a number bond.
? Where are the parts and the total in Sam’s math drawing?
As students explain, point to the parts and total in the picture and in the number bond. Connect the
numbers in the bond to their referents in the picture.
Focus attention on the sample that uses a number sentence.
? Turn and talk: Does Jacob have two parts and a total in his math drawing? What about in his
number sentence?
Listen as students discuss.
? I heard Lorena and Kailey say they see parts in the drawing. Where do you see parts?
? The birds on top were already there. The birds on the bottom came over to play. Those are the
parts.
? Where are the parts in the number sentence?
? 7 and 2. The 7 birds are on top there. (Points.) And there are 2 birds are on the bottom. (Points.)
? Where do we see the total in Jacob’s work?
? The total is all of the birds, all of the circles.
9. There are 9 birds in the drawing and 9 in the number sentence.
As students share their thinking, connect the parts and the total in the picture to the numbers in the
number sentence.
? There are parts and a total in a number bond and in a number sentence. Let’s write both
ways for each picture.
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Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Here are the parts and total in Sam’s number bond. (Point). How can I write the parts and
total in a number sentence?
As students explain, write the number sentence on a large sticky note and attach it to Sam’s drawing.
Use the same questions as you write the number bond on a large sticky note and attach it to Jacob’s
drawing.
Conclude by pointing to both representations of the parts and total on each sample. For example,
point to the 3 flying birds as well as the 3 in the number bond and the number sentence.
Represent Pictures
Materials—S: Personal whiteboard, dry-erase marker
Students tell a story about a picture, and then represent it with a number sentence
and a number bond.
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Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Teacher Note
Depending on how they see the picture, students’ stories may be add to with result unknown
or put together with total unknown problem types. Both types can accurately describe the
pictures.
The given example is an add to problem because it involves movement of one part. In put
together problems, parts are distinguished by a feature other than movement. The following
is an example of a put together problem for the bee picture:
?
2 bees are next to the hive.
2 bees are in the tree.
There are 4 bees altogether.
Display the picture of bees near a hive. Give students a quiet moment to look at the picture. Then have
them turn and tell a partner what they notice about the picture.
? Let’s tell a math story about the bees. How could our story begin?
? 2 bees are next to the hive. 2 bees are flying to the hive.
? How many bees will be next to the hive at the end of the story?
? 4 bees
? The story is: 2 bees are next to the hive. 2 bees fly over to the hive. Now there are 4 bees
next to the hive. Did I get that right?
? Yes.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
? Use your whiteboard to write a number bond and a number sentence that tells the story.
Give students a few minutes to write their number bonds and number sentences. Invite a student to
write their number bond and number sentence where everyone can see them. Explain all the referents.
Repeat with the other story pictures as time allows. Instead of repeating the story back to students,
invite them to retell it to a partner.
Transition students to the Problem Set when they are able to write the number bonds and number
sentences independently.
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3/18/24, 10:26 PM
Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Promoting the Standards for Mathematical Practice
As students represent the images with a number sentence and number bond, noticing the
part-total relationship in both representations, they look for and make use of structure
(MP7).
As students explain the referents, or what the numbers refer to, in the number sentence and
number bond, they make sense of where the parts and total are in the story and in their
work. Students can then use the part-total structure of the representation they prefer (the
number sentence or number bond) to better understand the other representation.
Problem Set
The Problem Set directions follow the work of the previous segment to help students transition to
independent work. Circulate and assist as needed. Use the following questions and prompts to assess
and advance student thinking:
Tell me a story about this picture.
What part of the story does this number show? (Point to a number in the number sentence or
bond.)
Where are the parts in your number sentence? Where is the total?
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Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
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Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Observational Assessment
? Prompt students as they complete the Problem Set.
Can students write a number sentence that accurately represents the picture?
Can students relate the number sentence to objects in the picture?
Differentiation: Support
Support students with number formation or number sentence structure by writing in
highlighter and having them trace. Give every student the opportunity to write a number
sentence independently at least once on each Problem Set to build independence and
assess their progress.
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Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
Land
? 5 MIN
Debrief
? 5 MIN
Materials—S: Problem Set
Objective: Relate number sentences and number bonds through story problems.
Display the dollar problem from the Problem Set and instruct students to look at the dollar problem on
their Problem Set.
? Look at the number sentence and number bond you wrote for the girl counting her money.
If your work shows the girl counting the 2 dollars in her hand first, stand up. (Point to the
example 2 + 5 = 7.)
If your work shows the girl counting the money on the table first, sit down. (Point to
5 + 2 = 7.)
Lead a discussion identifying the parts and total in the number sentences and the number bonds and
answering the following questions.
? Does it matter which part she counts first? Will she have $7 either way?
? It doesn’t matter.
She has $7 if she counts the money in her hand first or if she counts the money on the table
first.
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Lesson 2: Relate number sentences and number bonds through story problems. | Teach | Great Minds Digital
? How do number sentences and number bonds help us tell math stories?
? They both tell the story. We can point to all the parts and total in the number bond and in the
number sentence.
You can use the numbers to tell what happened in the story.
? How are number sentences and number bonds the same?
? They have the same numbers for the same story.
We can see the parts and total in both of them.
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