Standard K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Progression of Skills

About the Math
In order for students to decompose numbers they must first understand the Part Part Whole Relationships. Students see that numbers are made up of other numbers. Then they can see that a number can be broken apart into smaller quantities. Begin with numbers 4 and 5 and give students two-color counters, connecting cubes and ask them to build the number so that five can be 4 and 1, 2 and 3 and 5 and 0. Students can record their findings by drawing. Some students may be able to represent the relationships with numerals. This is a goal for the end of the year. Connect this concept to the five and ten frame. Some students may need to see the representation of the quantity.

Knowledge that decomposition involves separating a number into two parts and understanding that there is a relationship between the sum of the parts and the whole

Knowledge that there are a variety of combinations that represent a given number

Ability to begin with the whole when decomposing numbers into pairs. Knowledge that when writing an equation to represent the decomposition of a number, the values on each side of the equal sign are the same (e.g., 7 = 2 + 5)

Rich Instructional Tasks

How Many Ways? - Activity 10.13: Teaching Student-Centered Mathematics Grades K-3 (289). For further Instructional Activities from this text, refer to Activity 10.20 (note: modify to decompose numbers less than or equal to 10; 299), Activity 10.21 (300), and Activity 6.1 (note: modify with numbers that decompose to less than or equal to 10; 165)

Four to Score - Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games (61-63) For further Instructional Activities from this text, refer to Big Top Twelve (96-99) and Funny Bunny (note: use bunnies to decompose numbers less than or equal to 10; 133-135)

Teaching Student-Centered Mathematics, Grades K-3: Chapter 6, Strategies for Whole-Number Computation (157-185) and Chapter 10, Algebraic Reasoning (275-309)
Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, PreK-2

Standard K.OA.3:Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).Progression of Skills

About the MathIn order for students to decompose numbers they must first understand the Part Part Whole Relationships. Students see that numbers are made up of other numbers. Then they can see that a number can be broken apart into smaller quantities. Begin with numbers 4 and 5 and give students two-color counters, connecting cubes and ask them to build the number so that five can be 4 and 1, 2 and 3 and 5 and 0. Students can record their findings by drawing. Some students may be able to represent the relationships with numerals. This is a goal for the end of the year. Connect this concept to the five and ten frame. Some students may need to see the representation of the quantity.

## Essential Skills and Knowledge (from MSDE Common Core Frameworks)

Rich Instructional TasksHow Many Ways?- Activity 10.13: Teaching Student-Centered Mathematics Grades K-3 (289).For further Instructional Activities from this text, refer to Activity 10.20 (note: modify to decompose numbers less than or equal to 10; 299), Activity 10.21 (300), and Activity 6.1 (note: modify with numbers that decompose to less than or equal to 10; 165)Four to Score- Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games (61-63)For further Instructional Activities from this text, refer to Big Top Twelve (96-99) and Funny Bunny (note: use bunnies to decompose numbers less than or equal to 10; 133-135)Online Resources## Hide the Cubes

Mouse Count TaskConnecting Children's LiteratureTen Fireflies Task

Matching SetsFormative Assessments

Teaching Student-Centered Mathematics, Grades K-3: Chapter 6, Strategies for Whole-Number Computation (157-185) and Chapter 10, Algebraic Reasoning (275-309)Print ResourcesMath Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, PreK-2

- Four to Score (pg. 61-63) Four to Score.pdf
- Big Top Twelve (pg. 96-97) Big Top Twelve.pdf
- Broken Towers (pg. 117) Broken Towers.pdf
- Hundred Tic-Tac-Toe (pg 124) Hundred Chart Tic-Tac-Toe.pdf
- X Marks the Spot (pg. 127-130) X Marks the Spot.pdf
- Funny Bunny (pg 133-136) Funny Bunny.pdf
- Race to the Top (pg. 139-141) Race to the Top.pdf
- Race to the Bottom (pg. 144-145) Race to the Bottom.pdf

Teaching Student-Centered Mathematics- Activity 3.1 Equations and Number Patterns (pg. 73) (add pdf)

Developing Number Concepts Book 1: Counting, Comparing, and Pattern- Activity 1-11 Peek and Count (pg. 39)
- Activity 1-13 Tell Me Fast (pg 42) BLM 20-27.pdf

Developing Number Concepts Book 2: Addition and SubtractionHands on Standards

Quarter 1 Quarter 2 Quarter 3 Quarter 4Investigations AlignmentUnit 4: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9

Unit 6: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5A.2, 5A.4, 5A.5