Part-Part-Whole Crates
Progression 1 (Years 1–2) Number | Composing and decomposing totals with zoo feed crates and seedling trays.
Learning Intentions & Success Criteria
Te Mātaiaho: quantify, order, compare small collections
NZC L1–2: additive strategies within 20
Key idea: one whole, many parts
Ākonga are learning to:
- Partition numbers in more than one way.
- Record part-part-whole using diagrams and equations.
- Choose efficient partitions to solve problems.
Success looks like:
- I can show at least two partitions for a number to 20.
- I can link my diagram to an equation (e.g., 12 = 7 + 5).
- I can explain why a partition helps (e.g., to make 10).
Teacher prompts
- “What is the whole? What are the parts?”
- “Can you find a different split?”
- “Which split helps you make 10?”
Kupu / Vocabulary
- part / wāhanga
- whole / katoa
- split / wāwāhi
- partition
- equation
- combine / whakakotahi
🎥 Media Anchor (8 mins)
Video: What is composing and decomposing numbers? | Oxford Owl
Before — Predict
Make 7 with two colours of counters. Which amount is the whole, and which amounts are the parts?
During — Watch with a job
Watch the full 1:10 clip. Record how a number is composed from parts or decomposed into parts.
| Whole | Part 1 | Part 2 | Matching equation |
|---|---|---|---|
| … | … | … | … |
| … | … | … | … |
Kaiako moves
- Keep the whole unchanged while learners vary the two parts.
- Ask learners to point from each part in the diagram to the matching number in the equation.
After — Pair process
Choose one recorded whole and propose a different correct decomposition with a partner.
Immediate use
Use the same grid on the Crate Mats, then identify which partition helps make 10.
Support + stretch
- Support: Use a prelabelled part-part-whole diagram and totals to 12.
- Stretch: Decompose the same whole into three parts and write the matching equation.
Materials
- Crate/tray mats with circles for parts and whole.
- Counters or animal/leaf tokens; tens frames.
- A5 Handout: generator “Addition within 20” or “Make 10 / 20,” 20–24 Qs.
Lesson Flow
Hook (5 mins)
- Show a crate of 12 fish for penguins; split into two bins. Ask for different splits.
Teach/Model (10–12 mins)
- Model part-part-whole diagram for 10, 12, 14 with two partitions each.
- Link to equations; highlight symmetric partitions (7+5 vs 5+7).
- Connect to make-10: show 9+3 = 10+2 using a strategic partition.
Guided Practice (15 mins)
- Station A: Crate mats—choose a total card, build two partitions, record equations.
- Station B: Tens frame link—fill to total, then show two ways to break it.
- Station C: Number line check—show how the partition helps you hop (e.g., make 10 first).
Independent/Extension (10–12 mins)
- Create a “best partition” poster for a chosen number; explain why it is efficient.
- Extension: three-part splits for 12 or 15.
- Support: totals to 12; provide scaffolded diagrams.
Exit Check (5 mins)
- Partition 11 and 14 two ways; write matching equations.
Place-based options
- Hamilton Zoo feed prep: split fish/fruit into morning/afternoon.
- Restoration plot: split seedlings into two rows; recombine to whole.
Representations: part-part-whole diagrams to connect concrete splits to symbolic equations; emphasise flexibility.
Differentiation & Support
Scaffolds
- Start with totals 6–12 and use two colours for parts.
- Provide partition cards showing one example split.
- Use ten-frames to anchor partitions around 10.
Extensions
- Find three-part splits for 15 or 18.
- Show the same split on a number line and an equation.
- Explain which partition is most efficient and why.
Common Misconceptions
- Thinking parts must be equal. Remedy: model uneven splits.
- Only naming one partition. Remedy: require two or more each time.
- Missing the whole when recording equations. Remedy: label the whole first.
Assessment & Evidence
- Check two different partitions per learner; note if they default to halves only.
- Look for strategic partitions that make 10.
Whānau Connection
- Send home a “split the snack” prompt: show two different splits for a small snack set.
- Invite whānau to share ways they split resources (time, kai, equipment) for class stories.
Handout Link
Use the Progression 1 generator with “Addition within 20” or “Make 10 / 20,” 20–24 questions. Encourage drawing part-part-whole beside selected items.
Curriculum alignment
- Number — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
- Measurement — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
- Statistics — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
- Algebra — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
- Geometry — Knowledge: - Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.
Curriculum alignment
- Te Mātaiaho (2025) · Mathematics and Statistics · Phase 1 (Years 0–3) · Statistics (Knowledge): “- Addition is putting parts together to find a total or whole. - Subtraction is separating a number into two or more parts or finding the difference between two numbers.”
- NZC (2007) · Mathematics and Statistics · Level 2: “Use simple additive strategies with whole numbers and fractions.”
📋 Kaiako Planning Snapshot
Teacher planning support for this resource — learning intentions, success criteria, and inclusive practice guidance are summarised below.
Inclusion Guidance
- ESOL / ELL learners: Pre-teach key vocabulary (numeracy, number, part) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
- Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for numeracy number p1 l5 concepts throughout.
- Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.