Blank Part-Part-Whole Reproducible
Number Sense Flash Cards
Congratulations on your purchase of these Really Good
Stuff® Number Sense Flash Cards—interactive tools to
help students build a better understanding of the
relationship between numbers.
This Really Good Stuff® Product includes:
• 95 Number Sense Flash Cards (22 Ten-Frame Cards
and 73 Part-Part-Whole Cards), Write Again® wipeoff laminate
• Storage Box
• This Really Good Stuff® Activity Guide
Introducing the Number Sense Flash Cards
Before introducing the Number Sense Flash Cards, make
copies of this Really Good Stuff® Activity Guide and file
the pages for future use. Or, download another copy of it
from our Web site at www.reallygoodstuff.com. Always
use a dry erase marker on the Flash Cards in order to
preserve their Write Again® wipe-off laminate surface.
Tell students that they will be using the Flash Cards to
practice seeing the relationships between numbers when
adding and subtracting. Explain that you will start by
working with the Ten-Frame Cards and then move on to
the Part-Part-Whole Cards.
Introducing the Ten-Frame Cards
Tell students to use the Ten-Frame Cards to see
combinations of 10: Remind students that 10 is an
important number in our number system. Show students
a Ten-Frame Card that has some circles shaded. Explain
that each Ten-Frame Card has 10 circles on it, arranged
in 2 columns of 5, and that the circles are green or white.
Then model writing the corresponding number sentences
while referring to the green and white circles. Turn the
Card over to show the number sentences. Emphasize
that each number sentence has the same three numbers
in it because these three numbers are related in this
addition and subtraction fact family.
Show another Ten-Frame Card, and ask students to say
or write the corresponding number sentences. Repeat
with several Cards to be sure that students understand
how the image is related to the number sentences.
Concrete Modeling of Ten-Frame Cards
• Draw a large ten-frame on the board. Have 10 students
stand in the front of the room. Shade in four circles on
the board ten-frame. Count and move four students to
the other side of the room. Explain that there are still
10 students, but now they are in two parts. Write
4 + 6 = 10. Then have the two groups of students
switch places. Explain that the parts switched places,
and write 6 + 4 = 10. Ask the group of four to go out in
the hall or to the rug, and write 10 – 4 = 6. Then switch
the groups, and write 10 – 6 = 4.
• Copy and cut apart the Blank Ten-Frame Reproducible.
Gather small manipulatives or counters in two colors,
making sure the objects will fit in the boxes on the
reproducible. In a small group, display the Blank
Ten-Frame Reproducible for all students to see. Fill in
the ten-frame with three counters of one color and
seven counters of another. Have students tell you the
number sentences that are represented by that image.
• Write number sentences with 10 as the whole on index
cards. Display a number sentence. Have students use
the counters or color in a ten-frame on the reproducible
to match the number sentence.
Independent Practice
Encourage individual students to use the Ten-Frame
Cards: Instruct students to say or write the number
sentences that match the image before checking the
number sentences on the back of each Card. Remind
students to use only a dry erase marker to mark each
circle as they count, if necessary.
Students who struggle with recognizing quantities
quickly may benefit from using the Ten-Frame Cards as
simple number flash cards: Instruct those students to
look at a Card and say the number of shaded circles
without counting. Then have students self-check by
looking at the shaded number on the back of the Card.
Introducing the Part-Part-Whole Cards
Explain to students that the Part-Part-Whole Cards will
also help them to see the relationship between numbers
with addition and subtraction, but without pictures.
Display a Part-Part-Whole Card, and review with students
that the box at the top is for the whole, and the two
smaller boxes are for the parts. Explain that the parts
add up to make the total, or whole. Show students that
each Card has a missing number for them to fill in.
Choose a Part-Part-Whole Card, and model how to think
aloud while completing the Card. For example, “I see 5 is
the total and 3 is one part. So I am thinking what other
part do I need to make 5. Then I think, well I know
2 + 3 = 5, so the missing number must be 2.” Use a dry
erase marker to model filling in the missing number. Turn
the Card over to show students how the correct answer
is displayed on the back. Ask students what number
sentences could be used to match that Card.
All activity guides can be found online:
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541
Blank Ten-Frame Reproducible
Number Sense Flash Cards
Repeat the same exercise for another Card with a missing
total. Continue until students recognize that the two parts
must add up to make the whole at the top of the Card.
Concrete Modeling of Part-Part-Whole Cards
• Draw a large image of a Part-Part-Whole Card on the
board for students to see. Fill in the number 7 in the whole
box and the number 3 in one of the part boxes. Gather
seven markers, count the total number of markers aloud,
and hold them in your right hand. Explain that the seven
markers match the whole on the card. Point to the 3 on
the number card. Then count three markers from your
right hand and move them to your left hand. Emphasize
that you are still holding seven markers, but now they are
in two groups or parts. Count the four remaining markers
in your right hand. Then write 4 in the blank box.
• Remind students that this set of markers also
represents a group of number sentences, or a fact family.
Hold your two hands out, and say that this number
sentence is 4 + 3 = 7. Cross your hands at the wrist, and
say this number sentence is 3 + 4 = 7. Place your right
hand behind your back, and share that your new number
sentence is 7 – 4 = 3. Show students your right hand,
place your left hand behind your back, and tell them that
your new number sentence is 7 – 3 = 4. Flip over the PartPart-Whole Card to confirm that the missing number is 4.
Select another Part-Part-Whole Card; and with the help of
student volunteers, repeat this routine. Encourage
students to select the total number of markers, separate
them into the two parts, and find the missing number.
• For a challenge, ask the students to model another
part-part-whole relationship with the seven markers.
Have them fill in the part-part-whole diagram on the
board with number sentences, and encourage them to
hold the markers and move them when saying each
number sentence.
• Provide independent practice with smaller objects at
students’ seats. Be sure to offer manipulatives for
student use, but encourage students to practice
without them. Once a student is confident working with
the Part-Part-Whole Cards, move them to the same
activity without manipulatives.
Independent Practice
Allow individual students to use dry erase markers to
practice with the Part-Part-Whole Cards: Instruct
students to fill in the missing number on the front of the
Part-Part-Whole Cards and to self-check their answers on
the back of each Card. When students are ready, place
them in pairs for quick flash card practice to build
automaticity with facts.
Helping Teachers Make A Difference®
Make a Match: Connecting the Ten-Frame Cards and
Part-Part-Whole Cards
Collect all of the Ten-Frame Cards and the 33 Part-PartWhole Cards that have 10 as the whole. Randomly
distribute the Part-Part-Whole Cards to small groups.
Instruct students that they will be trying to make a
match between their Part-Part-Whole Card and the TenFrame Card that you hold up. Shuffle the Ten-Frame
Cards, and hold one up for everyone to see. The first
group to raise a hand with a matching Part-Part-Whole
Card and to share the four number sentences in the
corresponding fact family wins the round.
Writing Number Stories
Tell students that you are going to be writing number
stories to match the Cards to help them imagine the
numbers in real life. Remind students that number
stories give information and ask a question. Emphasize
that because these number stories are about parts and
wholes, they will require addition or subtraction. Generate
a list of ideas for part-part-whole number stories.
Display a Ten-Frame Card or a Part-Part-Whole Card.
Model writing a number story that matches the Card.
Copy and distribute the Blank Part-Part-Whole Reproducible
along with a Card to each student. Have students write
number stories to match the Card. For students who
struggle with writing, ask them to draw a picture with two
parts that matches the Card. Publish the stories in a class
book or on a bulletin board. Allow students to solve each
other’s number stories on the reproducible.
Problem Solving
Copy and distribute the Blank Part-Part-Whole Reproducible.
Write short number stories that require addition or
subtraction on index cards. Have students solve them on
the reproducible and write the corresponding number
sentence below.
Moving Beyond Ten
• Have students choose two Ten-Frame Cards. Instruct
them to write a set of number sentences that match
the combined value. Make a connection and ask
students to complete the Blank Part-Part-Whole
Reproducible with 20 as the total.
• On a copy of the Blank Part-Part-Whole Reproducible, fill
in the two parts of each Card so that the total is
greater than 10. Leave copies in the math center as an
activity for students who have already mastered their
facts up to 10.
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541
Blank Ten-Frame Reproducible
Number Sense Flash Cards
Repeat the same exercise for another Card with a missing
total. Continue until students recognize that the two parts
must add up to make the whole at the top of the Card.
Concrete Modeling of Part-Part-Whole Cards
• Draw a large image of a Part-Part-Whole Card on the
board for students to see. Fill in the number 7 in the whole
box and the number 3 in one of the part boxes. Gather
seven markers, count the total number of markers aloud,
and hold them in your right hand. Explain that the seven
markers match the whole on the card. Point to the 3 on
the number card. Then count three markers from your
right hand and move them to your left hand. Emphasize
that you are still holding seven markers, but now they are
in two groups or parts. Count the four remaining markers
in your right hand. Then write 4 in the blank box.
• Remind students that this set of markers also
represents a group of number sentences, or a fact family.
Hold your two hands out, and say that this number
sentence is 4 + 3 = 7. Cross your hands at the wrist, and
say this number sentence is 3 + 4 = 7. Place your right
hand behind your back, and share that your new number
sentence is 7 – 4 = 3. Show students your right hand,
place your left hand behind your back, and tell them that
your new number sentence is 7 – 3 = 4. Flip over the PartPart-Whole Card to confirm that the missing number is 4.
Select another Part-Part-Whole Card; and with the help of
student volunteers, repeat this routine. Encourage
students to select the total number of markers, separate
them into the two parts, and find the missing number.
• For a challenge, ask the students to model another
part-part-whole relationship with the seven markers.
Have them fill in the part-part-whole diagram on the
board with number sentences, and encourage them to
hold the markers and move them when saying each
number sentence.
• Provide independent practice with smaller objects at
students’ seats. Be sure to offer manipulatives for
student use, but encourage students to practice
without them. Once a student is confident working with
the Part-Part-Whole Cards, move them to the same
activity without manipulatives.
Independent Practice
Allow individual students to use dry erase markers to
practice with the Part-Part-Whole Cards: Instruct
students to fill in the missing number on the front of the
Part-Part-Whole Cards and to self-check their answers on
the back of each Card. When students are ready, place
them in pairs for quick flash card practice to build
automaticity with facts.
Helping Teachers Make A Difference®
Make a Match: Connecting the Ten-Frame Cards and
Part-Part-Whole Cards
Collect all of the Ten-Frame Cards and the 33 Part-PartWhole Cards that have 10 as the whole. Randomly
distribute the Part-Part-Whole Cards to small groups.
Instruct students that they will be trying to make a
match between their Part-Part-Whole Card and the TenFrame Card that you hold up. Shuffle the Ten-Frame
Cards, and hold one up for everyone to see. The first
group to raise a hand with a matching Part-Part-Whole
Card and to share the four number sentences in the
corresponding fact family wins the round.
Writing Number Stories
Tell students that you are going to be writing number
stories to match the Cards to help them imagine the
numbers in real life. Remind students that number
stories give information and ask a question. Emphasize
that because these number stories are about parts and
wholes, they will require addition or subtraction. Generate
a list of ideas for part-part-whole number stories.
Display a Ten-Frame Card or a Part-Part-Whole Card.
Model writing a number story that matches the Card.
Copy and distribute the Blank Part-Part-Whole Reproducible
along with a Card to each student. Have students write
number stories to match the Card. For students who
struggle with writing, ask them to draw a picture with two
parts that matches the Card. Publish the stories in a class
book or on a bulletin board. Allow students to solve each
other’s number stories on the reproducible.
Problem Solving
Copy and distribute the Blank Part-Part-Whole Reproducible.
Write short number stories that require addition or
subtraction on index cards. Have students solve them on
the reproducible and write the corresponding number
sentence below.
Moving Beyond Ten
• Have students choose two Ten-Frame Cards. Instruct
them to write a set of number sentences that match
the combined value. Make a connection and ask
students to complete the Blank Part-Part-Whole
Reproducible with 20 as the total.
• On a copy of the Blank Part-Part-Whole Reproducible, fill
in the two parts of each Card so that the total is
greater than 10. Leave copies in the math center as an
activity for students who have already mastered their
facts up to 10.
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541
Blank Part-Part-Whole Reproducible
Number Sense Flash Cards
Congratulations on your purchase of these Really Good
Stuff® Number Sense Flash Cards—interactive tools to
help students build a better understanding of the
relationship between numbers.
This Really Good Stuff® Product includes:
• 95 Number Sense Flash Cards (22 Ten-Frame Cards
and 73 Part-Part-Whole Cards), Write Again® wipeoff laminate
• Storage Box
• This Really Good Stuff® Activity Guide
Introducing the Number Sense Flash Cards
Before introducing the Number Sense Flash Cards, make
copies of this Really Good Stuff® Activity Guide and file
the pages for future use. Or, download another copy of it
from our Web site at www.reallygoodstuff.com. Always
use a dry erase marker on the Flash Cards in order to
preserve their Write Again® wipe-off laminate surface.
Tell students that they will be using the Flash Cards to
practice seeing the relationships between numbers when
adding and subtracting. Explain that you will start by
working with the Ten-Frame Cards and then move on to
the Part-Part-Whole Cards.
Introducing the Ten-Frame Cards
Tell students to use the Ten-Frame Cards to see
combinations of 10: Remind students that 10 is an
important number in our number system. Show students
a Ten-Frame Card that has some circles shaded. Explain
that each Ten-Frame Card has 10 circles on it, arranged
in 2 columns of 5, and that the circles are green or white.
Then model writing the corresponding number sentences
while referring to the green and white circles. Turn the
Card over to show the number sentences. Emphasize
that each number sentence has the same three numbers
in it because these three numbers are related in this
addition and subtraction fact family.
Show another Ten-Frame Card, and ask students to say
or write the corresponding number sentences. Repeat
with several Cards to be sure that students understand
how the image is related to the number sentences.
Concrete Modeling of Ten-Frame Cards
• Draw a large ten-frame on the board. Have 10 students
stand in the front of the room. Shade in four circles on
the board ten-frame. Count and move four students to
the other side of the room. Explain that there are still
10 students, but now they are in two parts. Write
4 + 6 = 10. Then have the two groups of students
switch places. Explain that the parts switched places,
and write 6 + 4 = 10. Ask the group of four to go out in
the hall or to the rug, and write 10 – 4 = 6. Then switch
the groups, and write 10 – 6 = 4.
• Copy and cut apart the Blank Ten-Frame Reproducible.
Gather small manipulatives or counters in two colors,
making sure the objects will fit in the boxes on the
reproducible. In a small group, display the Blank
Ten-Frame Reproducible for all students to see. Fill in
the ten-frame with three counters of one color and
seven counters of another. Have students tell you the
number sentences that are represented by that image.
• Write number sentences with 10 as the whole on index
cards. Display a number sentence. Have students use
the counters or color in a ten-frame on the reproducible
to match the number sentence.
Independent Practice
Encourage individual students to use the Ten-Frame
Cards: Instruct students to say or write the number
sentences that match the image before checking the
number sentences on the back of each Card. Remind
students to use only a dry erase marker to mark each
circle as they count, if necessary.
Students who struggle with recognizing quantities
quickly may benefit from using the Ten-Frame Cards as
simple number flash cards: Instruct those students to
look at a Card and say the number of shaded circles
without counting. Then have students self-check by
looking at the shaded number on the back of the Card.
Introducing the Part-Part-Whole Cards
Explain to students that the Part-Part-Whole Cards will
also help them to see the relationship between numbers
with addition and subtraction, but without pictures.
Display a Part-Part-Whole Card, and review with students
that the box at the top is for the whole, and the two
smaller boxes are for the parts. Explain that the parts
add up to make the total, or whole. Show students that
each Card has a missing number for them to fill in.
Choose a Part-Part-Whole Card, and model how to think
aloud while completing the Card. For example, “I see 5 is
the total and 3 is one part. So I am thinking what other
part do I need to make 5. Then I think, well I know
2 + 3 = 5, so the missing number must be 2.” Use a dry
erase marker to model filling in the missing number. Turn
the Card over to show students how the correct answer
is displayed on the back. Ask students what number
sentences could be used to match that Card.
All activity guides can be found online:
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541
Helping Teachers Make A Difference®
© 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #159541