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94 Unit 2 Addition and Subtraction Facts

Advance PreparationFor 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

Addition Number Stories

Objective To guide children as they make up, represent, and

solve addition number stories.s

Key Concepts and Skills• Solve number stories involving addition. 

[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]

Key ActivitiesChildren review the need for labels to put

numbers in context. They make up and solve

addition number stories.

Ongoing Assessment: Informing Instruction See page 96.

Ongoing Assessment: Recognizing Student Achievement Use journal page 21. [Operations and Computation Goal 4]

Key Vocabularyaddition number story � label � unit box �

number model

MaterialsMath Journal 1, p. 21

Completing Number-Grid PuzzlesMath Journal 1, p. 22

Children receive additional practice

completing number-grid puzzles, which

were first introduced in Lesson 1-9.

Math Boxes 2�1Math Journal 1, p. 23

Children practice and maintain skills

through Math Box problems.

Home Link 2�1Math Masters, p. 25

Children practice and maintain skills

through Home Link activities.

READINESS

Joining Objectsslate � 10 counters or a collection of small

objects � stick or strip of paper

Children solve addition number stories using

a concrete model.

ENRICHMENTMaking a Number Stories Bulletin Board or BookMath Masters, p. 419

Children write addition number stories and

create a bulletin board or book to display

their stories.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

������

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

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 WHOLE-CLASS ACTIVITY

Addition Number StoriesAsk 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.

ELL

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Lesson 2�1 95

Getting Started

Math Message 5 children are skating.

8 children are playing ball.

How many children in all? 13

Mental Math and Reflexes Pose simple distances on the number grid problems. Suggestions: How many spaces from:

21 to 31? 10

17 to 27? 10

37 to 42? 5

35 to 64? 29

53 to 41? 12

134 to 146? 12

2 ways to show a number story.

One way:

5 children + 8 children = 13 children

Another way:

5 + 8 = 13

Unit

children

Interactive whiteboard-ready

ePresentations are available at

www.everydaymathonline.com to

help you teach the lesson.

NOTE Remember to reserve time every

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.

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.

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96 Unit 2 Addition and Subtraction Facts

21

Number StoriesLESSON

2 �1

Date Time

Write an addition number story about what you see in the picture. Write alabel 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: (unit)

Number model: + =

Story:

Answer the question:(unit)

Number model: + = 936

9 children

in all?3 children walking. How many children

Sample answer: 6 children sitting.

1257

12 ducks

Unitducks

�

Unitchildren

Math Journal 1, p. 21

Student Page

Adjusting the Activity

Most of the stories children make up will probably belong in one of these two categories:

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?

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.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Writing Number Stories INDEPENDENTACTIVITY

(Math Journal 1, p. 21)

Children continue to make up and solve an addition number story by completing the journal page.

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

Change-to-More Stories

● 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

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NOTE While the focus of this lesson is on

addition number stories, some children may

write number stories for the picture that

involve subtraction.

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.

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Adjusting the Activity

Ongoing Assessment: Journal

page 21 �Recognizing Student Achievement

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.

[Operations and Computation Goal 4]

2 Ongoing Learning & Practice

� Completing Number-Grid Puzzles INDEPENDENTACTIVITY

(Math Journal 1, p. 22)

Algebraic Thinking Number-grid puzzles were introduced in Lesson 1-9.

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.

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 � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Math Boxes 2�1 INDEPENDENTACTIVITY

(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.

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Number-Grid PuzzlesLESSON

2 �1

Date Time

28 58

15

33

52

1120

349

378

357

336

373

332

361

Com

plet

e th

e nu

mbe

r-grid

puz

zles.

50 60

39

17 3746 56

25 55

14 34 54

23 43

12 22 3241 51

360

380

338

358

347

367

356

335

345

365

375

374

333

343

353

362

351

371

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Math Journal 1, p. 22

Student Page

Math Boxes LESSON

2 �1

Date Time

23

Unit

apples

1. Six apples are red. Five apples are green. How many apples in all?

Number Model

3. Fill in the blanks.

83, , 81, , , 78

2. Use your calculator.Show 14.Broken key is .Show 2 ways:

4. Use < or >.

4 + 5 10

12 7 + 4

15 8 +

6 + 7 15 - 4

5. Write the time.

:

12 12

3

4567

8

9

1011

80

9

6. How much money? Fill in the circle next to the best answer.

A $2.40 B $11.45

C $11.40 D $2.45

3 + 3 + 3 + 3 + 26 + 5 = 11Sample answers: 9+5

<

>

>

Answers vary.

11

82

6 0 0

80 79

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Math Journal 1, p. 23

Student Page

Lesson 2�1 97

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98 Unit 2 Addition and Subtraction Facts

Unit

Name Date Time

A Number Story

Math Masters, p. 419

Teaching Aid Master

Name Date Time

Before beginning this Home Link, review the vocabulary from the Unit 2 Family Letter withyour child: number story, label, unit box, and number model. Encourage your child tomake up and solve number stories and to write number models for the stories. Stress thatthe answer to the question makes more sense if it has a label.

Please return this Home Link to school tomorrow.

FamilyNote

HOME LINK

2�1 Addition Number Stories

1. Tell someone at home what you know about numberstories, labels, unit boxes, and number models. Write an addition number story for the picture. Write the answer and a number model.

Story:

Answer the question: (unit)

Number Model: � �

2. 6 � 2 � 3. 11 � 7 �

4. 4 5. 10� 3 � 6

167

188

1486

14 lionsthe picture?How many lions are in8 lions are adults.6 lions are babies.

Sample answer:

Unit

lions

Practice

108

Math Masters, p. 25

Home Link Master

� Home Link 2�1 INDEPENDENTACTIVITY

(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

READINESS SMALL-GROUP ACTIVITY

� Joining Objects 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.

ENRICHMENT PARTNER ACTIVITY

� Making a Number Stories 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.

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