Lesson 4

Pocket Parts

Est. Class Sessions: 2

Summarizing the Lesson

Ask students to reflect on the work in this lesson in which they used shirt, pants, and coat pockets to discover the part-whole relationship of numbers. Choose a total number of pockets to study, such as five. Ask all students who have a total of five pockets to stand and to make cube trains, as at the start of the lesson, using one color to represent the number of shirt pockets and a second color to represent the number of pants pockets. Ask each student to represent his or her total number of pockets by joining the two trains. Have each student explain how many shirt pockets, pants pockets, and total pockets he or she has. Use a display of the Pocket Parts Table Master or the display you prepared to record this information showing the different combinations that make five. See Figure 3. Elicit other combinations from the class if all possible combinations of five have not been represented. Point out and discuss turn-around facts. See the TIMS Tip.

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Students may write the number of shirt pockets first in their number sentences. If a student reverses the order of the parts, take the opportunity to point out that the whole is not affected.

These are turn-around facts. For example,

3 shirt pockets + 2 pants pockets = 5 pockets is the same as

2 pants pockets + 3 shirt pockets = 5 pockets

Repeat this discussion with a different number of total pockets. Ask students to identify turn-around facts.

Ask students to think about the strategies and tools they used to solve problems throughout the lesson. Illustrate problems as appropriate.

Use discussion prompts similar to the following:

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  • What tools or strategies did you use to solve the problems?
  • How did you find the total number of pockets when there were four on the shirt and five on the pants? (Question 4 on the Pocket Parts page in the Student Activity Book).
  • What was your favorite strategy? Can you show me how you used that strategy for [Question #]?
  • Who can solve [Question #] using the strategy that was used to solve [Question #]? Show me.
  • What did you notice about the problems that had zero pockets on the shirt or pants?
  • Which problems did you think were hard? Which did you think were easy?
  • Which tools or strategies did you use on the hard problems? Which did you use on the easy ones?
  • Which tools and strategies were the most useful?

Provide time for students to complete the Checking Pockets pages in the Student Activity Book.

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Use the Checking Pockets pages and the Feedback Box in the Student Activity Book to assess students' abilities to use the counting-on strategy and tools (e.g., connecting cubes and counters) to solve two- and three-part addition problems whose sums are less than 20 [E5, E7], and represent two- and three-part addition problems with number sentences [E6].

Adventure Book:
Student Activity Book: 49 50
Answers
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SAB_Mini
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SAB_Mini
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Master:
Partially completed Pocket Parts Table
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