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Subject(s)/Topic Area(s): Math Addition/Number Stories Designed By: Kerrie Emig Schoen
Learning Goals
Established Goals (MO Learning Standards):
NS.A.1 Count to 120, starting at any number less than 120.
NS.A.2 Read and write numerals and represent a number of objects with a written numeral.
NS.A.3 Count backward from a given number between 20 and 1.
NSOBT.A.1 Add within 100.
RAT.A.1 Use addition and subtraction within 20 to solve problems.
RAT.A.3 Develop the meaning of the equal sign and determine if equations involving addition and subtraction are
true or false.
RAT.A.4 Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers.
RAT.B.1 Use properties as strategies to add and subtract.
RAT.B.2 Demonstrate that subtraction can be solved as an unknownaddend problem.
RAT.C.1 Add and subtract within 20.
RAT.C.1 Demonstrate fluency with addition and subtraction within 10.
Understandings: Essential Questions:
Students will understand that… You can/will use these to “hook” and motivate students.
There are multiple strategies to solve addition and How is addition and subtraction the same and different?
subtraction problems.
What are different strategies I can use to find a sum or
Adding the same two numbers in a different order difference?
results in the same sum.
Students will know… Students will be able to…
The meaning of +, , and =. Solve and interpret number models for changetomore
and changetoless stories within 10.
The properties of addition and subtraction (i.e.
commutative, associative, identity). Use a counting strategy to find the sum of two numbers.
Add and subtract within 10, including finding pairs of
numbers that add to 10.
Represent number stories using number models
(equations) and include a symbol for the unknown
value.
Count and represent a number of objects (<20) with a
written numeral.
Assessments
Mathematical Problem-Solving Tasks:
1. Roll and Total game- Students will practice the counting on strategy by rolling two dice (one labeled with
numbers 3-8 and one regular dot die). Students will say the number shown on the labeled die and count on
Adapted from Understanding by Design Professional Development Workbook ASCD 2004 1
the number of dots on the other die. Students will record their totals on a graph. (Lesson 1)
2. Students will model different ways to represent the same number on a ten-frame. (Lesson 2)
3. Ten-Frame Top-It game- With a partner using a deck of ten-frame cards with different numbers represented
in the ten-frames, students will play “war”. Each student will flip over a card and the one whose card shows
a larger number wins those cards. (Lesson 2)
4. Two-Fisted Penny Addition- With a partner and using a set of 10 pennies, students will grab different
combinations of pennies in each hand and record the different combinations as ways to make 10. (Lesson
2)
5. Penny Plate game- With a partner and using a set of 10 pennies, students will hide some pennies under a
paper plate and their partner will figure out how many are hidden to make 10. (Lesson 3)
6. Melissa has 10 balloons. Some balloons are blue and some are yellow. Draw a picture to show how many
balloons Melissa might have of each color. (Lesson 3)
7. You go to an apple orchard and pick 10 apples. Some are red and some are green. How many of each color
could you have picked? Students will use the ten-fame to model and record all possible combinations in a
table. (Lesson 4)
8. Exit Ticket- On Monday, JoJo picked 7 green apples. On Tuesday, Mimi picked 3 red apples. How many
apples do they have together? Show your strategy. (Lesson 4)
9. Henry has 10 in his backpack. Mike has one in his backpack. Whose backpack is heavier? How do you
know? After discussion- Henry has 10 paper clips in his backpack. Mike has one pumpkin in his backpack.
Whose backpack is heavier? How do you know? (Lesson 5)
10. Mystery Penny Drop- multiple variations of adding a group of pennies into a cup, and then adding more.
Students find the total number of pennies in the cup (Lesson 6)
11. Mystery Penny Spill- multiple various of putting a group of pennies into a cup, and then spilling some.
Students find how many pennies are left in the cup. (Lesson 7)
12. Exit Ticket- Fill in the change-to template to match the number story, then create a number sentence with it.
Solve the number story. Use words or pictures to show your strategy. Joshua ate 2 bananas for breakfast
and 2 more for lunch. How many bananas did he eat in all? Elliot caught 8 bugs in a jar. Some bugs
crawled out. Now he only has 3 bugs in his jar. How many bugs crawled out? (Lesson 8)
13. Jackie dropped some pennies in a cup. Then she dropped 4 more pennies. Now she has 7 pennies in all.
How many pennies did she have in the cup to start. (Lesson 9)
14. Exit Ticket- George checked out 8 books from the library. When he went back to the library, he returned 3
books. How many books did he return? Explain how you found your answer. (Lesson 10)
Adapted from Understanding by Design Professional Development Workbook ASCD 2004 2
Instructional Plans
Monday Tuesday Wednesday Thursday Friday
Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
LT: I can use LT: I can identify LT: I can identify LT: I can identify all LT: I can identify the
different strategies number pairs that number pairs that the ways to make 10. unit for a collection
for adding numbers. make 10. make 10. of objects.
Warmup: Reveal
Warmup: Choral Warmup: Choral Warmup: Quick tallies (4, 5, 8, 12). Warmup: Quick
counting on number counting on number Look Cards (Discuss (Discuss What do Look Cards with ten
line by 5’s (start at 0, grid start at… What did you see? you see? How do you frames (Discuss
30, and 65) forward/back… How do you know know that?) What did you see?
Where do you land? that?) How do you know
New: Introduce New/Independent: that?)
Strategy Wall; New: Introduce Ten New: Ways to Make Openresponse
Introduce counting Frame; Decompose 10 Rainbow; Work problem 10 Apples New: Discuss Unit
on and turnaround numbers and identify on number pairs that (PST#7); Math Story (PST#9);
rule pairs that add to 10 add to 10 by given Journal p. 9 Introduce unit to
(PST #2); TenFrame number to figure out label counts of
Independent: Roll Topit Game (PST the pair; Introduce Closure: Discuss objects
and Total Game (PST #3) Subtraction; Penny multiple solutions
#1); Math Journal p. Plate Game (PST#5) and revise work Independent: Unit
3 Independent: Two Boxes Exit Ticket;
fisted Penny Independent: Balloon Progress Check: Math Journal p. 11
Closure: What stuck Addition Exit Ticket Exit Ticket (PST #6) Apple Picking Exit
with you today? (PST #4) Ticket (PST#8) Closure: What stuck
Closure: What stuck with you today?
Closure: What stuck with you today?
with you today?
Progress Check: Progress Check:
Changeto Exit Justify Answer Exit
Ticket (PST #12 and Ticket (PST#15)
#13)
References
Bell, J., Bell, M., Dilliard, A., & University of Chicago. (2007). Everyday mathematics. Chicago, Ill: Wright
Group/McGraw-Hill.
Adapted from Understanding by Design Professional Development Workbook ASCD 2004 4