Parts and Wholes

Overview

In this second lesson of Tatau, Tāpiri, Tango, ākonga explore how a whole number can be made from two parts. They build, talk about and record number bonds within 10 using hands-on materials, Māori counting words and part-part-whole representations.

Learning intentions

• WALT find parts that make a whole.
• WALT identify the whole and show two parts.
• WALT connect concrete materials, drawings and addition facts.
• WALT explain our mathematical thinking using words, pictures or equations.

Success criteria

• I can identify the whole.
• I can show two parts that make the whole.
• I can explain or record an addition fact.
• I can find more than one way to make a whole.

Curriculum links

• Mathematics and Statistics — additive thinking and composing numbers within 10.
• Mathematics and Statistics — communicating mathematical ideas using materials, images, words and equations.
• Mathsteasers — higher-order thinking questions that deepen understanding.
• Mathsteasers / Alignment — challenge connected to familiar mathematics learning.

Lesson structure (30 minutes)

1. 0–5 min · Warm-up: subitising and counting. Teacher briefly displays dot cards on the warm-up dot-card slides, asking “How many did you see? How did you see it?” and counts forwards with the class using tahi, rua, toru, whā, rima, ono, whitu, waru, iwa, tekau. Students show the quantity on their fingers, say the number in English and te reo Māori, and describe parts they noticed, such as “I saw 3 and 2.”

2. 5–13 min · Model: parts and wholes. Teacher places a whole group of up to 10 shells, stones or counters on a tactile part-part-whole mat. Move some objects to each part, keeping the whole visible, and model: “The whole is 7. The parts are 5 and 2. Five and two make seven.” Use the parts-and-wholes modelling slides to show the same example with a picture, a part-part-whole diagram and 5 + 2 = 7. Students help build examples, identify the whole and parts, and rehearse the sentence with a partner.

3. 13–17 min · Guided practice: make and explain. Teacher gives each pair a whole number card from 3 to 10 and asks them to make it with two groups of counters. Prompt with “How do you know the whole has not changed?” and “Can you make it another way?” Students build, touch-count and explain their two parts before recording or matching an equation on the parts-and-wholes practice sheet.

4. 17–27 min · Small-group practice: differentiated tasks. Teacher works with one group at a time while other groups use the consistent layouts shown on the group-task instruction slides. Students complete the task matched to their current learning:

• Emerging: Build wholes to 5 with two parts using counters and tactile mats. Say the whole and parts aloud; an adult records the equation if needed.
• Developing: Find missing parts to 10 using ten-frames. Cover one part, use a known part or count on, then complete the corresponding diagram or equation.
• Consolidating: Record fact families, such as 3 + 4 = 7, 4 + 3 = 7, 7 − 3 = 4 and 7 − 4 = 3, and explain how the facts are connected. Students complete selected worksheet examples rather than copying every model.

5. 27–30 min · Reflection and share. Teacher displays the reflection prompt slide and invites two students to share different ways to make the same whole. Students complete the oral stem “The whole is __. The parts are __ and __ because __,” then show one final example with counters, a drawing or an equation. Collect the worksheet or photograph completed mats for evidence.

Resources

• the complete parts-and-wholes slide deck
• the parts-and-wholes practice sheet
• Tactile part-part-whole mats with a consistent left-to-right layout
• Shells, stones or large counters
• Dot cards showing quantities within 10
• Number cards from 3 to 10
• Ten-frames and small counters
• Equation cards with clear spacing and large print
• Mini-whiteboards and pens
• Bilingual number-word display: tahi to tekau

Assessment

• During the warm-up, note whether students subitise small quantities and recognise a whole as made of parts.
• During group work, ask each student to identify the whole, show two parts and explain how the parts combine. Record observations using emerging, developing or consolidating descriptors.
• Use the final representation or worksheet response as an exit check: can the student correctly show and explain one number bond within 10?

Differentiation

• Support: Use wholes of 3–5, large high-contrast counters, tactile mats and one example at a time. Allow students to physically move each object while speaking the sentence.
• Language and bilingual support: Accept te reo Māori, English, gesture, drawing or a combination. Use sentence frames: “The whole is __”; “The parts are __ and ”; “ plus __ equals __.”
• Dyslexia-friendly options: Use sans-serif large-print number and equation cards, clear spacing, uncluttered worksheets, reduced copying and spoken rehearsal before writing. Keep the mat and slide layout consistent, and offer a scribe or oral recording.
• Advanced learners: Ask students to find several ways to make the same whole and prove none have been missed. They may order the possibilities systematically or explain why switching the parts does not change the whole.

Extension

• Challenge students to make 8, 9 or 10 in every possible way using two parts, including zero where appropriate.
• Ask students to draw or build a new fact family and explain the connection between the addition and subtraction facts.