Addition Number
Stories
Objective To guide children as they make up, represent, and
solve addition number stories.
s
www.everydaymathonline.com
ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
Key Concepts and Skills
Completing Number-Grid Puzzles
• Solve number stories involving addition. Math Journal 1, p. 22
Children receive additional practice
completing number-grid puzzles, which
were first introduced in Lesson 1-9.
[Operations and Computation Goal 1]
• Write number stories that involve
parts-and-total and change situations. [Operations and Computation Goal 4]
• Write number models to summarize
number stories. [Patterns, Functions, and Algebra Goal 2]
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Joining Objects
Math Boxes 2 1
slate 10 counters or a collection of small
objects stick or strip of paper
Children solve addition number stories using
a concrete model.
Math Journal 1, p. 23
Children practice and maintain skills
through Math Box problems.
Making a Number Stories
Bulletin Board or Book
Key Activities
Home Link 2 1
Children review the need for labels to put
numbers in context. They make up and solve
addition number stories.
Math Masters, p. 25
Children practice and maintain skills
through Home Link activities.
ENRICHMENT
Math Masters, p. 419
Children write addition number stories and
create a bulletin board or book to display
their stories.
Ongoing Assessment:
Informing Instruction See page 96.
Ongoing Assessment:
Recognizing Student Achievement
Use journal page 21. [Operations and Computation Goal 4]
Key Vocabulary
addition number story label unit box number model
Materials
Math Journal 1, p. 21
Advance Preparation
For a mathematics and literacy connection, obtain copies of Math for All Seasons by Gregory Tang
(Scholastic Inc., 2005) and Mission: Addition by Loreen Leedy (Holiday House, 1999).
Teacher’s Reference Manual, Grades 1–3 pp. 85–90, 225–227
94
Unit 2
Addition and Subtraction Facts
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Getting Started
Mental Math and Reflexes
Math Message
Pose simple distances on the number grid problems. Suggestions: How many
spaces from:
5 children are skating.
21 to 31? 10
17 to 27? 10
37 to 42? 5
35 to 64? 29
53 to 41? 12
134 to 146? 12
1 Teaching the Lesson
8 children are playing ball.
How many children in all? 13
NOTE Remember to reserve time every
Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
ELL
day to complete the number-line (Number
of School Days), attendance, calendar,
temperature, and weather daily routines. See
Daily Routines on page xxxv of this book and
Teacher ’s Reference Manual, pages 41–49.
Ask children to share their strategies for answering the question.
Children may count on their fingers, make tallies for 5 and 8 and
count them, or add 5 and 8 mentally and announce the total.
Write “5 children + 8 children = 13 children” under the Math
Message and say that this is one way to show an addition
number story. Discuss the idea that numbers almost always
occur in context and have a label. Labels can be the name of a
thing (for example, books) or a measurement unit (for example,
hours). The word label can be used as a verb when we ask
children to “label their answers” and as a noun when we refer to
the “label on a can.” To support English language learners, discuss
these subtle differences.
Talk about writing a label for the numbers in the story in a unit
box so you won’t have to repeat the label. Using a unit box, the
Math Message story can be shown this way: 5 + 8 = 13. Mention
that 5 + 8 = 13 is called a number model for the story.
Making Up and Solving
Addition Number Stories
Interactive whiteboard-ready
ePresentations are available at
www.everydaymathonline.com to
help you teach the lesson.
2 ways to show a number story.
One way:
5 children + 8 children = 13 children
Another way:
Unit
children
5 + 8 = 13
WHOLE-CLASS
ACTIVITY
PROBLEM
PRO
P
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OBL
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B
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SO
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SOLVING
OL
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Ask children to make up addition number stories. Do the following
for several stories:
1. Write the story on the board, or draw a picture to represent
the story.
2. Draw an empty unit box under the story.
3. Have children write a label in the unit box and share how they
would answer the question in the story.
4. Ask a volunteer to write a number model for the story.
NOTE Everyday Mathematics approaches
addition and subtraction by exploring these
operations in situations in which they are used.
Most instances of addition and subtraction can
be categorized as parts-and-total, change,
or comparison situations. Change situations
come in two types: change-to-more and
change-to-less. Change-to-more is also known
as “adding to” and change-to-less can also be
understood as “taking from.” Parts-and-total
situations are also known as “putting together”
or “taking apart” situations. Children are not
expected to categorize number stories in these
terms at this time. Later lessons will include
practice with all types of situations. Read
more about addition and subtraction situations
in the Teacher’s Reference Manual, pages
84–89.
Lesson 2 1
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Most of the stories children make up will probably belong in one
of these two categories:
Ongoing Assessment:
Informing Instruction
Watch for children who put a number in the
unit box. Daily use of a unit box during math
time will give children practice with this skill.
Assign a child each day to decide what the
unit for the day will be. Children can choose
to use the classroom unit or pick their own.
Parts-and-Total
Two or more separate parts are known. Find the total.
For example: Beth has 7 dollars. Joe has 6 dollars. How many
dollars do they have in all?
Change-to-More
Start with a number of things. Increase the number of things.
Find how many things there are now.
For example: Beth has 7 dollars. Joe gives her 6 dollars. How
many dollars does she have now?
Adjusting the Activity
Have children represent their story using pictures or tallies,
for example, ////\ / sitting. /// standing. How many in all? 9 Provide tools such as
the number grid or number line to help solve the problem.
NOTE While the focus of this lesson is on
addition number stories, some children may
write number stories for the picture that
involve subtraction.
A U D I T O R Y
K I N E S T H E T I C
Writing Number Stories
(Math Journal 1, p. 21)
T A C T I L E
V I S U A L
INDEPENDENT
ACTIVITY
PROBLEM
PRO
PR
P
RO
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OBL
BLE
B
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SO
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SOLVING
OL
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VIN
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Children continue to make up and solve an addition number story
by completing the journal page.
Student Page
Date
LESSON
2 1
䉬
Time
Number Stories
夹
Examples:
Parts-and-Total Stories
●
7 ducks are swimming. 5 ducks are on the grass. How many
ducks are there in all? 12 ducks; 7 + 5 = 12
●
6 children are sitting. 3 children are walking. How many
children are there in all? 9 children; 6 + 3 = 9
Write an addition number story about what you see in the picture. Write a
label in the unit box. Find the answer. Write a number model.
Example: 7 ducks in the water. 5 ducks in the grass.
How many ducks in all?
Answer the question:
Number model:
7
12 ducks
(unit)
+
5
=
●
7 ducks are swimming. 5 ducks enter the pond. How many
ducks are swimming now? 12 ducks; 7 + 5 = 12
●
6 children are sitting. 3 children who were walking sit down.
How many children are sitting now? 9 children; 6 + 3 = 9
12
Sample answer: 6 children sitting.
3 children walking. How many children
in all?
Story:
Answer the question:
Change-to-More Stories
Unit
ducks
Unit
children
9 children
(unit)
Number model:
6
+
3
=
9
Math Journal 1, p. 21
96
21
Unit 2 Addition and Subtraction Facts
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Student Page
Date
Time
LESSON
380
360
367
378
358
365
345
343
361
351
371
362
373
353
374 375
356
357
347
335
333
336
56
54
332
32
43
33
52
23
22
14
55
46
Algebraic Thinking Number-grid puzzles were introduced in
Lesson 1-9.
41
PROBLEM
PRO
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SO
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SOLVING
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34
25
15
(Math Journal 1, p. 22)
12
INDEPENDENT
ACTIVITY
11
Completing Number-Grid Puzzles
Complete the number-grid puzzles.
2 Ongoing Learning & Practice
51
17
[Operations and Computation Goal 4]
338
28
349
39
Use journal page 21 to assess children’s ability to write number stories.
Children are making adequate progress if they are able to write a
number story that matches the picture, write a number model to represent their
story, and solve the number story. Some children may be able to identify their
story as a parts-and-total or change-to-more number story.
58
60
21
37
Journal
page 21
20
Ongoing Assessment:
Recognizing Student Achievement
50
Number-Grid Puzzles
Math Journal 1, p. 22
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If children are able to complete the first grid but not the second,
tell them to ignore the digits in the hundreds place for the
numbers in the second grid. Guide children by saying the
following:
●
What number comes after 332?
●
Ignore the hundreds. Which number comes after 32? (Write 33
in the next space on the grid.)
●
Now remember the hundreds place and write 3 in front of
the 33.
●
The number that comes after 332 is 333.
Student Page
Date
Adjusting the Activity
K I N E S T H E T I C
Math Boxes
21
Provide additional clues for filling in the number-grid puzzles by filling in
several of the blue cells. Children can also use their calculators to find 1 more,
1 less, 10 more, and 10 less.
A U D I T O R Y
Time
LESSON
T A C T I L E
V I S U A L
1. Six apples are red. Five
2. Use your calculator.
apples are green. How many
apples in all?
Unit
11
apples
6 + 5 = 11
3. Fill in the blanks.
Math Boxes 2 1
4. Use < or >.
82 , 81, 80 , 79 , 78
INDEPENDENT
ACTIVITY
4+5
12
(Math Journal 1, p. 23)
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 2-3. The skill in Problem 6
previews Unit 3 content.
.
Sample answers: 9+5
3+3+3+3+2
Number Model
83,
Show 14.
Broken key is
Show 2 ways:
5. Write the time.
<
>
10
7+4
15
8 + Answers
6+7
>
15 - 4
9
6. How much money? Fill in the
circle next to the best answer.
11
10
12
1
9
6
:
2
3
8
7
0
6
5
4
0
80
A $2.40
B $11.45
C $11.40
D $2.45
23
Math Journal 1, p. 23
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Lesson 2 1
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Home Link Master
Name
Date
HOME LINK
21
䉬
Family
Note
Home Link 2 1
Time
Addition Number Stories
Before beginning this Home Link, review the vocabulary from the Unit 2 Family Letter with
your child: number story, label, unit box, and number model. Encourage your child to
make up and solve number stories and to write number models for the stories. Stress that
the answer to the question makes more sense if it has a label.
108
Please return this Home Link to school tomorrow.
1. Tell someone at home what you know about number
Unit
stories, labels, unit boxes, and number models. Write
an addition number story for the picture. Write the
answer and a number model.
lions
Sample answer:
6 lions are babies.
8 lions are adults.
How many lions are in
the picture?
Answer the question: 14 lions
Story:
(unit)
Number Model:
6
8
14
INDEPENDENT
ACTIVITY
(Math Masters, p. 25)
Home Connection Since the vocabulary in today’s lesson
consists of terms that will be used throughout the year, it
is important to share their meanings with children’s
families. Home Link 2-1 suggests that children explain these terms
to someone at home. The Unit 2 Family Letter explains the terms.
3 Differentiation Options
Practice
2. 6 2 4.
8
4
3
3. 11 7 5.
18
READINESS
10
6
Joining Objects
16
7
5–15 Min
To provide experience with solving number stories using a
concrete model, have children model addition number stories
with counters on their slates. Children place dividers in the
middle of their slates. Tell a number story. For example, say,
“I had 5 shells. Then my mom gave me 3 more.” Children place
5 objects on one side of the divider and 3 objects on the other.
Have children remove the divider, combine the two parts and
count the number of objects. Ask: How many shells do I now have
all together? 8 Repeat with different number stories as needed.
Math Masters, p. 25
ENRICHMENT
Making a Number Stories
Teaching Aid Master
Name
SMALL-GROUP
ACTIVITY
Date
Time
A Number Story
Unit
PARTNER
ACTIVITY
15–30 Min
Bulletin Board or Book
(Math Masters, p. 419)
To apply children’s understanding of addition number stories,
have them make up their own number stories. One partner tells
the story and the other partner records the story by drawing
pictures, writing words, or both. Partners then reverse roles and
repeat the activity. Collect the stories for a bulletin board display
or a classroom book. During the next few days, use some of these
number stories during Mental Math and Reflexes.
As an alternative, children can make their own number stories
book. Stories can be laminated and placed in the class library for
silent reading time.
Math Masters, p. 419
98
Unit 2 Addition and Subtraction Facts
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