Number Bonds for 6, 7, 8 — Shake-Spill-Tell Continues

First Number Talk of the spring unit. Teacher flashes a dot card showing 7 dots in a 5-and-2 ten-frame arrangement for 3 seconds, then hides. 'How many did you see? How did you see it?'

• Wait 30 seconds in silence (think time)
• Take 2-3 student responses with sentence frame 'I saw ___ as ___ and ___'
• Affirm multiple seeings — 'Maya saw 7 as 5 and 2; Diego saw 7 as 4 and 3 (he saw the corners). Both are right.'

M-K-S-AT-02-C Illustration

8.5x11 inch card. Top half: a horizontal 5-cell row, all 5 cells filled with solid black dots (1.5 cm each). Bottom half: a horizontal 5-cell row, only the leftmost 2 cells filled with black dots. Total 7 dots. Card oriented so the 5+2 grouping is visible — supports conceptual subitizing. Style: high contrast (black on white), no labels.

Yesterday we found ways to make 5. Today we go bigger — 6, 7, and 8. AND we meet a new tool — the PART-PART-WHOLE BAR (point to MG-3). The bar shows the same idea as the number bond — a whole and two parts — but as a rectangle split into two pieces. Same idea, different picture. Watch: I'll Shake-Spill-Tell with 7 counters. (Demonstrate. 5 red and 2 yellow appear.) Five and two make seven. I write 7 above the bar, 5 in one section, 2 in the other. AND I write the same numbers in a number bond (7 on top, 5 and 2 below). Both pictures show the same thing.

• Four and two make six. We can show this two ways — bond OR bar.

  model Whole = 6. Parts = 4 and 2. Number bond: 6 / 4, 2. Bar: 6 above; 4 | 2 inside.

  prompt Teacher Shake-Spills 6 counters: 4 red, 2 yellow.
• Three and four make seven. Notice: yesterday Maya saw 7 as 5 and 2 — today my hand spilled 3 and 4. SEVEN can be made many ways.

  model Whole = 7. Parts = 3 and 4. Both diagrams.

  prompt Teacher Shake-Spills 7 counters: 3 red, 4 yellow.
• Five and three make eight.

  model Whole = 8. Parts = 5 and 3. Both diagrams.

  prompt Teacher Shake-Spills 8 counters: 5 red, 3 yellow.

• Point to MG-3. If the whole is 6 and one part is 4, what is the other part? (Listen for '2'.)
• Show me with your counters: one way to make 8.

M-K-S-AT-02-A Chart

Two-panel chart, 18x12 inches. Left panel: number bond with whole 6 on top, parts 4 and 2 below (red and yellow circles, lines connecting). Right panel: part-part-whole bar — long rectangle labeled '6' above, divided by a vertical line into a yellow section labeled '4' (occupying 2/3 of the bar) and a red section labeled '2' (occupying 1/3). Caption between panels: 'SAME IDEA — two pictures.' Style: thick black outlines, primary colors, no shadows.

• In pairs, choose a number (6, 7, or 8) and find at least TWO ways to decompose it. Record each on BOTH the number-bond mat and the part-part-whole bar mat.

  scaffold Provide pre-printed cards with the whole number filled in for children stuck on which number to pick.
• Class share-out: each pair posts ONE decomposition to the class chart. After all pairs post, count how many different ways each number was decomposed.

  scaffold Use vertical chart paper at child-height (Liljedahl VNPS).

• Choose 6, 7, or 8. Draw a number bond AND a part-part-whole bar for one decomposition.
• Say the sentence: '___ is ___ and ___.'

• Math Detective close: 'Today we found that 6, 7, and 8 ALSO have many hidden parts. Tomorrow we meet a special sign — the PLUS sign — that lets us write what we have been doing.'
• Ask one child to read the share-out chart aloud.

• Find 6 small things at home. Shake-Spill-Tell with a grown-up. Bring back one decomposition of 6 drawn as a number bond AND as a bar.