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Class Number Story Book
Objective
To deepen children’s understanding of
mathematical symbols and language through
number stories.
Whole Group
Small Group
Partners
Center
Key Concepts and Skills
• Use pictures to represent and solve addition and subtraction stories. [Operations and Computation Goal 1]
• Identify addition and subtraction number stories. [Operations and Computation Goal 2]
• Use the +, -, and = symbols to write number models for number stories.
[Patterns, Functions, and Algebra Goal 2]
Terms to Use number story, addition, subtraction, add, subtract, plus, minus, equal, symbol,
number sentence
Materials chart paper or chalkboard; paper; writing and drawing materials
A
NOTE See Activity 2-14, page
116 and Activity 4-15, page 218 to
review number story development
and for a complete list and
description of the stages of
number story development.
Core Activities
► Creating Number Stories
Review the idea that number stories can be told with pictures, words, or numbers. Tell
and write a story, such as: There were 4 squirrels on the ground. 1 squirrel ran up a tree.
3 squirrels were still on the ground. Draw pictures to depict the story and cross out the
squirrel that left. Invite the class to help you write a number sentence to model the
story (4 - 1 = 3). If children seem stuck, begin by prompting them to think about
whether the story is an addition or a subtraction story. Repeat the procedure with a few
more stories.
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NOTE To support English
language learners, ask questions
to connect the sequence of
events with mathematical terms.
For example: What happened
first? How many squirrels were on
the ground? What happened
next? How many squirrels ran up
the tree?
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Give each child a piece of paper and tell children they will each create a number
story to include in a class book. Assist children as they think of number stories,
draw pictures to illustrate their stories, and write corresponding number
sentences. Provide counters (or small pictures of objects, animals, or other number story
subjects) for children who may need to model their stories before drawing them. Bind the
completed pages into a book and place it in your classroom library or Math Center. Make
a copy of each child’s page for portfolio assessment if you use portfolios. Allow children to
share their stories with the class during a read-aloud time. You might also allow children
to borrow the Class Number Story Book (or a copy of it) to share with their families.
Provide frequent opportunities for children to create and share number stories during
the remainder of the year.
NOTE Make connections across
number stories by discussing
similarities and differences. Ask
children to identify words or
contexts that indicate addition or
subtraction. For example, “flying
away” or “eating something” may
indicate subtraction.
Ongoing
Assessment:
Recognizing Student
Achievement
I saw 6 birds on the grass. 3 birds flew away. Then there were only 3 birds.
Use Creating Number Stories
to assess children’s ability to
identify addition and subtraction
situations and to use the +, -,
and = symbols to represent
number stories with number
sentences. Children are making
adequate progress with
distinguishing addition and
subtraction if they correctly
identify their story as an addition
or subtraction story.
[Operations and Computation
Goal 2]
Children are making adequate
progress with using mathematical
symbols if they write a number
sentence that corresponds to
their number story.
[Patterns, Functions, and
Algebra Goal 2]
I had 10 apples. Adrian gave me 9 more.
337 Activity 7 3 Class Number Story Book
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338 Section 7
Sometimes children use arrows to show addition
or subtraction.
This child organized her drawing to show groups
of objects being added.
► Playing Shape Games (Revisit Activities 6 3 and 6 6, pp. 286 and 294)
Play several rounds of I Spy using clues related to 2- and 3-dimensional shapes. Use
clues that help children think about the differences between 2- and 3-dimesional shapes.
For example: I spy a 2-dimensional (flat) shape with no corners, or I spy a solid,
3-dimensional shape with 6 flat square faces. You might also play Stand Up If …, as
suggested in the Teaching Options for Activity 6-3.
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B
Teaching Options
EXTRA PRACTICE
► Writing Number Models for Pocket Problems
and Train Games
Children can record number models that correspond to pocket problems that you pose
for them or they pose for each other. (See Activity 3-8, page 156.) They might also
record number models for each of their moves as they play any of the train games from
Activity 3-13, page 166. Children can record number models on the writing and
drawing pages in their math books.
ELL SUPPORT
► Reading a Book of Number Stories
To give children some ideas and examples of number stories, read 12 Ways to Get to 11
by Eve Merriam (Simon & Schuster, 1993). Talk to children about how each page in the
book depicts a number story with pictures and words. (You might also want to have
children model some of the stories with objects.) Enlist children’s help in writing a
number sentence that corresponds to the number story on each page. Discuss the
language in the story that corresponds with the number sentence.
MATHEMATICS IN THE WRITING CENTER
► Making Individual Number Story Books
Place materials and counters in the Writing Center so children can make their
own number story books. You might assign children a particular number and ask
them to write a variety of stories whose answers are that number. Have children
begin by exploring different ways to decompose the target number, then use each
decomposition as the basis for a number story. Some children may enjoy making thematic
number story books in which all the number stories relate to a favorite topic, such as
sports or the circus. Have children write number models for each of their stories.
339 Activity 7 3 Class Number Story Book
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