Objective:

Students will practice decomposing numbers less than or equal to 10 into pairs in more than one way using physical objects. This hands-on activity will help students break down the problem into smaller steps and express their understanding through drawings and sequencing instructions.

Materials Needed:

• Counters, blocks, or small toys for counting

• Chart paper or whiteboard for recording steps and equations

• Markers for writing and drawing

Steps:

• Introduction:

  • Begin by discussing how numbers can be broken into smaller parts. 

  • Ask, "How can we split the number 6 into different groups?" 

  • Use blocks or counters to demonstrate that 6 can be split into 4 and 2 or 5 and 1. 

  • Then explain that students will not only decompose numbers but also explain the steps they followed in the process.

• Group Activity:

  • Divide students into small groups and provide each group with physical objects. 

  • Assign each group a number between 1 and 10, and have them decompose the number using the counters. 

  • For example, students working with 8 counters might split them into 3 and 5, then 4 and 4. 

  • After each decomposition, ask them to record the steps they followed, such as "First, we counted out 8 counters, then we split them into 3 and 5."

• Arranging and Sequencing:

  • After decomposing the number in several ways, students will draw pictures of their object groupings and write the steps they followed to split the number.

  • For example, they might draw 4 circles and 2 squares for 6, then write, "We counted out 6 counters, then we made a group of 4 and a group of 2."

• Testing and Refining:

  • Once students have drawn their decompositions and written the steps, have them check their work by reviewing the steps. 

  • Ask questions like, "Do the steps match what you did with the counters?" 

  • Allow time for students to adjust their drawings or sequencing if necessary.

• Presentation and Discussion:

  • Each group will present their decompositions to the class, explaining both how they split the number and the steps they followed. 

  • Lead a discussion on how breaking down the problem into smaller steps helps with both math and everyday activities.

Equity and Access:

Offer additional manipulatives or visual aids for students who need extra support. Encourage peer collaboration to ensure all students can actively participate in decomposing numbers and writing sequences.

Real-World Application:

Relate the activity to everyday experiences, such as dividing snacks or splitting toys between friends. Discuss how breaking down tasks into steps is important for completing activities, like following a recipe or organizing school supplies.

CS Practice(s):

• Developing and Using Abstractions: Students break down the concept of decomposing numbers into steps, representing them with physical objects and equations.

• Decomposing Problems: Students decompose the steps of solving a math problem into a clear sequence, describing how they arrived at the solution.

Content Standard(s):

• CCSS.MATH.CONTENT.K.OA.3

• CA CS K-2.AP.13

Objective:

Students will practice decomposing numbers less than or equal to 10 into pairs in more than one way using Seesaw or another app with drag and drop features. Through this activity, students will visually represent number decomposition, create sequences of instructions to solve the problem, and reinforce their understanding of equations and computational thinking.

Materials Needed:

• Tablets or computers 

• Chart paper for reviewing decomposition and sequencing

• Digital images or drawing tools (e.g., shapes, counters)

• Seesaw

Steps:

• Introduction:

  • Start by asking, "How can we break numbers into smaller parts?" 

  • Use physical manipulatives to demonstrate that numbers like 6 can be decomposed into 4 and 2 or 5 and 1. 

  • Then, explain that students will use Seesaw to represent number decomposition and break down their steps into a sequence of instructions.

• Group Activity:

  • Divide students into pairs or small groups. 

  • Have students choose a number less than or equal to 10 and use a digital app to visually decompose that number. 

  • For example, students might draw 5 circles and 2 squares to show that 7 = 5 + 2. 

  • Next, guide them in writing out the steps they followed to decompose the number (e.g., "First, I drew 5 circles, then I drew 2 squares, then I wrote the equation 7 = 5 + 2"). 

  • This helps students practice sequencing instructions.

• Creating and Sequencing:

  • Demonstrate how to use digital drawing and text tools to represent the decomposition of numbers. 

  • Have students first create their visual representations (e.g., 6 as 3 + 3 or 4 + 2) and then write step-by-step instructions for how they decomposed the number, making sure to include each action they took.

• Testing and Refining:

  • After completing the decompositions and sequences, have students revisit their steps to check if the process accurately decomposes the number. 

  • Ask, "Does your drawing match your equation? Do the steps match the actions you took?" 

  • Allow time for students to refine their sequences and make adjustments to their visual representations and written instructions if necessary.

• Presentation and Discussion:

  • Each group will present their work on Seesaw, explaining both how they decomposed the number and the sequence of steps they followed to create their visual representation and equation. 

  • Lead a discussion on how breaking down a problem into smaller steps (like decomposition) helps with both math and coding.

Equity and Access:

Provide additional support by offering templates or pre-drawn shapes in Seesaw for students who need extra guidance. Encourage peer collaboration and pairing to ensure all students can engage with the activity.

Real-World Application:

Connect the concept of decomposition to everyday tasks, such as sharing snacks or splitting toys. Discuss how breaking problems into smaller steps can help us in solving real-life problems, like organizing tasks in a sequence.

CS Practice(s):

• Developing and Using Abstractions: Students break down the concept of decomposing numbers into steps, representing them with physical objects and equations.

• Creating Computational Artifacts: Students create digital representations of number decompositions using digital drawing and text tools.

• Decomposing Problems: Students decompose the task of splitting a number into smaller steps, breaking down the problem and explaining each step of the process in a digital app.

Content Standard(s):

• CCSS.MATH.CONTENT.K.OA.3

• CA CS K-2.AP.13: