First Grade Math Unit 3 Overview

AF Math - Grade 1 - Common Core Unit 3 2017-2018
Unit Overview
Unit Title Story Problems Duration 24 days
Unit Designer Kristina Haag IA Period 1
Identify Desired Results: Identify the Standards
Standard Previous Grade Level Standards / Previously Taught
& Related Standards
1.OA.1 Use addition and subtraction within 20 to solve word problems K.OA.1 Represent addition and subtraction with objects,
involving situations of adding to, taking from, putting together, taking fingers, mental images, drawings (no detail), sounds (e.g.,
apart, and comparing, with unknowns in all positions, e.g., by using claps), acting out situations, verbal explanations, expressions,
objects, drawings, and equations with a symbol for the unknown or equations.
number to represent the problem. (to 10 for IA2)
K.OA.5 Fluently add and subtract within 5.

1.OA.2 Solve word problems that call for addition of three whole numbers K.OA.2 Solve addition and subtraction word problems, and
whose sum is less than or equal to 20, e.g., by using objects, add and subtract within 10, e.g., by using objects or drawings
drawings, and equations with a symbol for the unknown number to to represent the problem.
represent the problem. (to 10 for IA2)
Enduring Understandings1: What do you want students to know in 10 years about this topic? What does it look like, in
this unit, for students to understand this?
Grade Level Enduring What it looks like in this unit
Understandings
The whole numbers are in a particular - Students continue to use the counting sequence to help them solve addition and subtraction problems
order that represents their magnitude. through the use of strategies including count all, count on, count up, and count back.
There are patterns in the way we say and
write the numbers.
The same value can be shown in - Students represent various parts of the story problem using manipulatives, pictures, and/or words. Students
multiple ways. may also use strategies of decomposing/composing numbers to solve. These and other solution strategies,
including relating addition and subtraction equations to represent the same problem (ie - a compare
problem may be represented as x-y=z or as z+y=x) will come up later in the curriculum, but if kids are noticing
and experimenting with these strategies now, teachers should highlight in the discussion portion of the lesson!
Addition and subtraction are related. - Students may begin to recognize the relationship between addition and subtraction as they move into the
We can use addition to help us solve solve step of the story problem protocol. Teachers may choose to discuss this relationship when working on
subtraction problems. take from result unknown, addend unknown, and start or change unknown story problems.
We can use a variety of strategies to - Two steps of the story problem protocol are devoted to this enduring understanding. Students represent
represent and solve addition and every story problem they hear using manipulatives, pictures, or numbers, and they have opportunities to see,
subtraction problems. We should be compare, and critique others representations in the introductions and discussions to story problem lessons.
Additionally, as students move into solving, they use the strategy that makes sense to them, and they should
purposeful in the strategies we choose.
regularly have opportunities to discuss these strategies with partners or whole group. Teachers should push
each student to use the most efficient strategy that he or she understands and is able to execute accurately.
The digits of a 2 digit number help us - n/a
understand its value by telling us the
number of tens and ones. Place value
can help us add, subtract, and
compare numbers.
Objects have different lengths that we - While this unit is not about measuring, the concept of comparing objects of different lengths may be
can measure and compare with explored through compare difference unknown story problems.
repeating units of equal size or indirectly
with a third object.
Shapes have defining and non-defining - n/a
attributes. They can be composed and
decomposed into other shapes.
1
Enduring Understandings combine First Steps Key Understandings, major clusters from the CCSS-M, and specific additions for our curriculum
Identify The Narrative

In the beginning of this unit, students make significant progress toward fluency with addition and subtraction of numbers to 10 as they
decompose and compose addends and total amounts within ten. Through the first 6 lessons, students continue to build on their representation
of part/part/whole relationships by using number bonds and equations to show the composition and decomposition of numbers. Embedded in
these lessons is also review of addition and subtraction strategies including count all, count on, and using known facts.
The number strings block aligns with this work on part/part/whole relationships and fluency with numbers by seeing them as parts, and
manipulating them in order to efficiently find the total. It will work specifically with using the 5-and-10 structures visually to support fluency with
numbers. Down the line, this will helps students more comfortably apply strategies like make ten and compensate to solve problem efficiently.
Students then move on to tackle story problems. They review story problem types taught in Kindergarten (AT-RU, TF-RU, PT/TA-TU, PT/TA-BAU) and
also grapple with new problem types (AT-CU, AT-SU, TF-CU, TF-SU). The focus of these lessons is on making meaning of the story problems by
visualizing and representing. Students recognize and relate pictorial and abstract representations, including literal 1-to-1 pictures, tape diagrams
and/or number bonds, and equations. For all of these story problem types, students should be able to represent with cubes or another
manipulative, a 1:1 picture, a 1:1 tape diagram and/or number bond, a numerical tape diagram and/or number bond, and an equation.
Further, students should be able to relate all of these representations to each other, articulating how they all represent the story.
Students should use their representations to begin to solve using a strategy that makes sense to them. While teachers should push for the most
efficient strategy to solve, the emphasis of this unit is on visualizing and representing, as this must be mastered first; thus, most lessons focus on the
representation strategies, rather than solution strategies (similar to the middle agenda in the Math Stories Block).
After PT/TA, AT and TF story problems are mastered, students move onto the more difficult compare story problems. Students spend several
lessons developing an understanding of the language of more, less, and fewer outside the context of story problems. In these lessons, they
should come to think of more as the same and some more (for example 2 more than 4 is the same as 4 and 2 more), and less or fewer as the
same but some less (for example, 2 fewer than 4 is the same as 4 but 2 less). Further, how many more or less can be thought of as How many
does x have that y doesnt have? To help with this thinking, teachers should break the thought process up. Instead of How many more?
They should think of it in 2 parts: Which has more? How many more? Kids can similarly express their understanding by saying, X has more. X has
2 more. (For an example of students using this language fluently to discuss a compare problem, see the first grade math stories video on
comparing stickers.)
Once the vocabulary of compare problems is familiar, students begin to represent and solve story problems concretely and then pictorially.
While number bonds and tape diagrams are used interchangeably for other story problem types, tape diagrams should be used rather than
number bonds for compare problems. The 1:1 tape diagram is especially helpful for compare problems to start. Abstract representations of
compare scenarios are not introduced in this unit, as we want to ensure that students have a strong, concrete understanding of what it means to
compare before they move into the abstract.
At the end of the unit, students are able to move fluidly through the story problem protocol and represent a number of story problem scenarios
with pictures or numbers using tape diagrams, number bonds, and equations (with the exception of compare problems). They use these
representations to solve in a way that makes sense to them.
Key strategies for representing story problems include:
Concrete Pictorial Abstract

Required Cubes or other manipulative 1:1 drawing Tape diagram and/or Number
1:1 tape diagram Bond
1:1 number bond Equation (for all types but
compare)
Cubes or Another Manipulative

Students use cubes or another manipulative to represent the story.
1:1 Drawing
Students use a drawing (literal or abstract) to represent the story. Quantities are represented one-to-one rather than numerically.
Sarah had some balloons. 2 popped.

Now she has 3 balloons. How many did
she have to start?
1:1 Tape Diagram or Number Bond

Students use a tape diagram or number bond to represent the parts and whole in the story; quantities are represented one-to-one rather
than numerically.
For compare problems, students should represent with tape diagrams only, not with number bonds.

Now she has 3 balloons. How many
did she have to start?
Tape Diagram or Number Bond

Students represent the parts and whole in a problem numerically in a tape diagram or number bond.

Now she has 3 balloons. How many did
she have to start?
Equation
Students use a situation or solution equation to represent the story. (The examples provided are situation equations, since the solution
equations are unlikely to come up at this point in the year.)
Note: students may use a box, line, or question mark to represent the unknown in the equation. Students may also experiment with a
letter connected to the unknown, but this should not be pushed.

Now she has 3 balloons. How many
did she have to start?
Key strategies for solving story problems include:
Concrete Pictorial Abstract

Required Since this unit focuses primarily on representation of story problems, none of the solution strategies are
required. Students should choose the most efficient strategy that makes sense to them to solve.
Recommended Count all with manipulatives Count all Count on (+)
Intervention/Extension Count on Count on Count up (-)
Count up Count up Count back (-)
Count back Count back Make ten with 2 addends (+)
Make ten with 2 addends Make ten with 3 addends (+)
Make ten for subtraction (-)
Count all (addition)

Concrete: represent both addends with cubes; count all of the cubes together
Pictorial: represent both addends with a picture; count all of the pictures together
Count all (subtraction)

Concrete: represent the total with cubes; take away the subtrahend; count the remaining cubes
Pictorial: represent the total with a picture; cross out the subtrahend; count the pictures that have not been crossed out
Count on
Concrete: represent each addend with cubes; start with one set of cubes as a total (ie 4) and count on the other ( 5, 6, 7) OR only
represent one of the addends with cubes and count on from the first addend using the cubes to keep track as you count on
Pictorial: Represent each addend with pictures; start with one set of pictures as a total (ie 4) and count on the other ( 5, 6, 7) OR
represent one addend as a number and draw pictures to count on the other addend
Abstract: say one addend and use fingers to count on the other (or on a number line) BOTH BELOW
Count up (addition and subtraction for subtraction, students think of the subtraction sentence as a missing addend)
Concrete: represent the addend with cubes, count up as you add more cubes to make the total
Pictorial: represent the addend with picture or number, count up as you draw more pictures to make the total
Abstract: say the addend and use fingers (or a number line) to count up to the total; count the number of fingers (or hops on the number
line) it took to get to the total BOTH BELOW
Count back
Concrete: start with total number of cubes; count backward as each cube is removed
Pictorial: start with the total represented as a picture; count backward as pictures are crossed out
Abstract: say the total, use fingers (or a number line) to count backward (can be to count backward the number of times specified by
the subtrahend: 19-4 would be 19 18, 17, 16, 15, putting up 4 fingers, or count backward to the known subtrahend: 19-16 would be 19
18, 17, 16, putting up 3 fingers and then count the fingers to find the difference) BOTH BELOW
Make Ten to Add (with 3 Addends)

Abstract: bond 2 addends that make 10, count on the remaining addend
Make Ten to Add (with 2 Addends)

Pictorial: draw pictures to represent each addend, box off 10 and count on the remaining
Abstract: decompose one addend into two numbers, one of which can be combined with the other addend to make 10 (for 9+3, 3
could be decomposed into 1+2 because 9+1=10 or, alternatively, 9 could be decomposed into 7 and 2 because 7+3=10); make ten and
then count on the remaining addend
Make Ten to Subtract

Abstract: decompose the subtrahend into two numbers , one of which can be taken from the total to make ten (in 12-3, 3 is
decomposed into 2+1 so that the equation is thought of as 12-2-1; 12-2=10, and you are left with one more to subtract); then subtract the
other number from ten
Just know
Abstract: you just know the math fact
Linking:
Looking ahead to the remainder of first grade, students will begin adding and subtracting larger numbers within 20 (for which fluency within 10
will be helpful). They will continue to use the strategies for addition and subtraction that they have developed in this unit to solve addition and
subtraction problems more efficiently and to begin to explore other strategies. Students will continue to work on story problems following the
story problem protocol for the remainder of the year in the math stories block. The story problem types that they are exposed to in this unit will
continue throughout the year with larger numbers, and by the end of the year, students will have mastered all story problem types within twenty
except start unknown, compare-bigger unknown-fewer, and compare-smaller unknown- more.
In the rest of elementary school, students will continue to work with story problems following the protocol taught and practiced in this unit. In
second grade, students will master the start unknown, compare-bigger unknown-fewer, and compare-smaller unknown- more problem types
that they were exposed to in this unit, and they will begin to solve two-step story problems. They will continue to expand their bank of
representation and solution strategies.
In upper elementary, students continue to work with story problems, now including multiplication and division in third grade and multi-step with
all four operations in fourth. While the language of the protocol changes slightly in the upper grades, the steps of visualizing, representing and
retelling, and solving taught in first grade and introduced in kindergarten continue throughout elementary school.
Structural Overview from http://www.turnonccmath.net/index.php?p=map.

Learning Progression:
- Target curricular aim: Students represent story problems within 10 and use their representations to solve.
- Building Blocks: Students recognize and represent part/part/whole relationships within 10; students represent AT-RU, TF-RU, PT/TA-TU, AT-CU, AT-
SU, TF-CU, TF-SU, and PT/TA-BAU story problems using pictures, TD/NB, and equations, and use their representations to solve; students
concretely and pictorially represent compare story problems and use their representation to solve
1. Students recognize and represent part/part/whole

relationships within 10
2. students represent AT-RU, TF-RU, PT/TA-TU, AT-CU, AT-

SU, TF-CU, TF-SU, and PT/TA-BAU story problems using
pictures, TD/NB, and equations and use their
representations to solve Students represent story
problems within 10 and use their
representations to solve.
3. students concretely and pictorially

represent compare story problems and use
their representation to solve
Standards for Mathematical Practices: When and how will you intentionally provide students with opportunities to
practice in this unit
12 Make sense of problems and Students need to make sense of the story problem by visualizing and representing the story using
persevere in solving them manipulatives, pictures, and/or numbers. (Early on, students may also act out stories as part of the
visualization and representation steps.) They then use their representation to retell and choose a solution
strategy and solve. Finally, they finish the story by retelling including the solution, once again making meaning
of the story.
2 Reason abstractly and Students may represent the story problem with pictures or numbers. Some students will begin to represent the
quantitatively story with situation equations.
3 Construct viable arguments Students explain their representations and solutions and tie both back to the story. They should engage in
and critique the reasoning of conversations with one another about how different representations can show the same story, and they
others should be able to recognize when a representation does not match the story and explain why it does not.
Similarly, they should explain their solution strategy and critique the solution strategies of others.
4 Model with mathematics Students represent addition and subtraction situations with number sentences and/or picture equations.
5 Use appropriate tools Students use representation and solution strategies that make sense to them. For many students in this unit,
strategically this will mean using connecting cubes or pictures.
6 Attend to precision Students give clear and precise explanations of their representations and solutions. Students also must be
precise in their solving strategy.
7 Look for and make use of
structures
8 Look for and express regularity
in repeated reasoning
2
Bolded SMP are the Focal SMP for the unit identified in the Scope and Sequence.
Skills and Procedural Knowledge: What do you want students to be able to do comfortably, accurately, and with
flexibility?
Prerequisite skills:
Fluently add and subtract within 5
Represent addition and subtraction with objects, pictures, and equations
Represent and solve AT-RU, TF-RU, PT/TA-TU and BAU story problems
In this unit:
Fluently add and subtract within 10.
Name and follow the steps of the Story Problem Protocol.
Visualize a story problem that is read to them or that they read to themselves. (AT-RU, AT-CU, AT-SU, TF-RU, TF-CU, TF-SU, PT/TA-RU, PT/TA-
BAU, C-DU, C-BU, C-SU)
Represent the story with objects, pictures, or numbers. Explain their representation with reference to the story, and use their
representations to retell the story problem. (AT-RU, AT-CU, AT-SU, TF-RU, TF-CU, TF-SU, PT/TA-RU, PT/TA-BAU, C-DU, C-BU, C-SU)
Solve the story problem using a strategy that makes sense to them. (AT-RU, AT-CU, AT-SU, TF-RU, TF-CU, TF-SU, PT/TA-RU, PT/TA-BAU, C-DU,
C-BU, C-SU)
Working towards:
Solving story problems within 20
Major Misconceptions & Clarifications
Misconception Clarification
Universal Prompts (these are prompts - What happened in the story?
that can be helpful in a variety of - How can you show what happened in the story?
situations to help elicit student thinking - Show me how you figured that out
and misunderstandings) - How do you know?
- How did you figure that out?
- Is there another strategy you can use to figure it out?
- Why did you do _____?
- Why did you write ____?
- What tools in the room can help you?
Students dont know how to translate - Reread problem; say, listen carefully; make your mind movie. (May narrate what you see,
the story problem into a representation particularly if story problem type is newer)
with objects, pictures, or numbers. - Ask, What happened in the story? How could you show that?
- If students are working with numbers, ask them to draw a picture; if working with pictures, ask them
to show what is happening with objects (back up on the CPA continuum).
- May want to act out story problem before representing, particularly with struggling students or with
story problem types that are newer to students
- If necessary, model of the action of the story problem.
Representation is incomplete or does - Remind students to point to their representation as they retell. Ask, Does that match the story?
not match the story. - Prompt to touch the part of your representation that shows
Students skip steps in the protocol. - Ask, What do we do after we make a mind movie/represent/retell/solve?
Students miscount when calculating the - Ask, can you show me how you figured that out?
answer to the story problem. - Model (or show examples of) carefully counting each object by touching or touching and moving
objects/pictures when counting. Ask, What did you notice? Why do you think we found different
answers?
Both Addend Unknown Story Problems - If students find only one solution, ask them what if there were [2, 3, 4] reds? How many greens
would there be then?
- If students forget to decrease one addend as the other addend increases, ask them how many
there are all together and tell them to check their total.
- If students are not organizing their work in a meaningful way, go back to using manipulatives. Ask
them what they notice they have to do each time in order to maintain the total.
- If students are unsure whether or not to include 0 as an addend, ask them to reread & retell the
story and ask questions to guide them to understand the context:
o In stories where there must be some of each, say, So in your retell, you told me that
there are some red and some blue. So we have to have some red and some blue. If I
have some 10 and zero blue, do I have some of each?
o In stories where there a zero addend fits the context, ask, So you told me that there are 2
vases and I have put all of the flowers into the vases. If I have 10 flowers in one vase and
zero in the other, do all 10 flowers have a vase?
This is a K standard so kids who have had K Common Core Instruction should already be proficient in
this.
Compare story problems meaning of - Encourage students to think of more as the same as and some more and fewer as the same as
more/fewer but some fewer/less (so 2 more than 5 is 5 and 2 more and 2 fewer than 5 is 5 but 2 fewer/less)
- Define the question of how many more/fewer as how many does x have that y doesnt
- Break the thinking into 2 parts. (For example, the story problem says Mary has 3 more than Claire,
ask: Who has more? How many more? Students should say, Mary has more. She has 3 more,
instead of Mary has 3 more.) Students should them represent the problems in steps, first showing
that Mary has more and then showing that she has 3 more.
Unit Vocabulary
Visualize a picture in your brain of what is happening in the story
Represent showing what happened in the story with manipulatives, pictures, or numbers
Retell to tell the story again, using the representation to guide you and ending with we need to figure out
Finish the story retell the story including the solution
Tape Diagram a visual model that uses rectangles to show the parts of a ratio.
Number Bond a visual model that shows the relationships between a number and the parts that combine to make it.
Equation a number sentence that shows two values that are equal (using the = sign).
Lesson Sequence:
Interim Assessment Two
Unit Three: Story Problems 1
1 Parts and Bonds

Given a number, SWBAT determine 2 embedded numbers and represent the part/part/whole relationship with a number bond by using a
strategy that makes sense to them (cubes, picture, known fact)
Introduction: Intro Parts and Bonds Game.
Workshop: Scholars will play Parts and Bonds Game (flip a number card (6-9), draw that many circles, break into two parts,
represent with a number bond and equation).
Discussion: Analyze class data to determine if you need to follow the misconception protocol, strategy share, or extension problem.
2 Investigations: 5 in a Row
SWBAT find the total of two numbers by using a strategy that makes sense (count all, count on, just know)
SWBAT represent part-part-whole relationships by using a number bond.
Introduction: Introduce 5 in a Row game.
Workshop: Students play 5 in a Row game (draw two cards, find the total, represent with a number bond and equation)
3 Roll and Record Subtraction

SWBAT find the difference between two numbers by using a strategy that makes sense (pictures, count back, count up, use a known fact)
Introduction: Intro Roll and Record Subtraction game.
Workshop: Students play Roll and Record Subtraction (roll 2 dot cubes, subtract smaller amount from the larger amount, record)
4 Heads and Tails
SWBAT find combinations of ten and represent with a number bond and equation by using a strategy that makes sense to them.
Introduction: Intro Heads and Tails Game.

Workshop: Students play Heads and Tails Game (get 10 coins in a cup, pour the coins out, how many on heads and tails, record using
a number bond and equation).
5 Dot Addition
Given a total, SWBAT determine two parts that make that total by using a strategy that makes sense to them (count all, count on, use a
known fact).
Introduction: Intro Dot Addition Game.
Workshop: Students play Dot Addition Game (Pick a total card, which parts make that whole?, represent using a number bond and
equation.
6 Rekenrek Bracelets
SWBAT determine all combinations of numbers to make ten by using a rekenrek bracelet.
SWBAT represent a part/part/whole relationship by using a tape diagram.
Introduction: Intro rekenrek bracelets.
Workshop: Students make rekenrek bracelets (get 10 beads, move one bead at a time to find all of the possible ways to decompose
10, record using a tape diagram).
7 AT-RU, PT-TU Story Problems
SWBAT solve story problems (AT-RU, PT-TU with 2 and 3 addends) by visualizing and representing in a way that makes sense to them.
Introduction: Story problem protocol. AT-RU with 3 addends. Middle agenda with focus on representing the problem (1-to-1 picture,
number bond, tape diagram, equation)
Workshop: Students independently solve AT-RU, PT-RU story problems.
8 AT-CU Story Problems
SWBAT solve story problems (AT-CU) by visualizing and representing in a way that makes sense to them.
Introduction: Story problem protocol. AT-CU. Middle agenda. Representations include a 1-to-1 picture, tape diagram, number
bond, equation.
Workshop: Students independently solve AT-CU story problems and review AT-RU, PT-RU problems.
9 AT-SU Story Problems
SWBAT solve story problems (AT-SU) by visualizing and representing in a way that makes sense to them.
Introduction: Story problem protocol. AT-SU. Middle agenda. Representations include a 1-to-1 picture, tape diagram, number bond,
equation.
Workshop: Students independently solve AT-SU story problems and review AT-CU, AT-RU, PT-RU problems.
10 TF-SU, TF-CU Story Problems

SWBAT solve story problems (TF-SU, TF-CU) by visualizing and representing in a way that makes sense to them.
Introduction: Story problem protocol. TF-CU. Middle agenda. Representations include a 1-to-1 picture, tape diagram, number bond,
equation.
Workshop: Students independently solve TF-CU, TF-SU story problems and review AT-RU, PT-RU, AT-CU, AT-SU, TF-RU problems.
11 PT/TA-TU Story Problems
SWBAT solve story problems (PT/TA-RU) by visualizing and representing in a way that makes sense to them.
Introduction: Story problem protocol. PT/TA-RU. Middle agenda. Representations include a 1-to-1 picture, tape diagram, number
bond, equation.
Workshop: Students independently solve PT/TA-RU story problems and review AT-RU, PT-RU, AT-CU, AT-SU, TF-RU, TF-CU, TF-SU problems.
12 Peas and Carrots (PT/TA-BAU Story Problems- concrete)
SWBAT solve BAU story problems by using cubes to represent and solve.
Introduction: Intro Peas and Carrots story problem. PT/TA-BAU. Middle agenda. Represent with cubes.
Workshop: Students independently solve PT/TA-BAU story problems with concrete manipulatives.
13 Peas and Carrots (PT/TA-BAU Story Problems- pictorial)
SWBAT solve BAU story problems by using pictures to represent and solve.
Introduction: Review Peas and Carrots story problem from the previous day. PT/TA-BAU. Discuss pictorial representations.
Workshop: Students independently solve PT/TA-BAU story problems with pictures.
14 Peas and Carrots (PT/TA-BAU Story Problems- equation)
SWBAT solve BAU story problems by using an equation to represent and solve.
Introduction: Review Peas and Carrots story problem from the previous days. PT/TA-BAU. Discuss abstract representations (equations).
Workshop: Students independently solve PT/TA-BAU story problems with equations.
15 TC Comparing Cube Towers
SWBAT compare quantities by using cubes to represent.
Introduction: Intro Comparing Cube Towers Game.
Workshop: Students play Comparing Cube Towers Game (Partner 1 picks a card and builds a tower, Partner 2 picks a card and builds
a tower, who has more? How many more? Who has less? How many less?)
16 TC Comparing Cube Towers
SWBAT compare quantities by using cubes to represent.
Introduction: Intro Comparing Cube Towers Game-Remix.
Workshop: Students play Comparing Cube Towers Game (Pick a card- card tells how many each partner has, build towers, who has
more? How many more? Who has less? How many less?)
17 Variation of Contexts for Learning: Capture Five
SWBAT compare two quantities and determine what is needed to make them equivalent by subtracting on their fingers, counting on, using
known facts.
Introduction: Intro Capture Five.
Workshop: Students play Capture Five (Partner 1 picks a card, Partner 2 picks a card, Partners determine who has more and who has
less (i.e. I have 8 and you have 3, I have 5 more), Partners each record (i.e. I have 5 more or I have 5 less).
18 Contexts for Learning: Capture Five (day 2)

SWBAT compare two quantities and determine what is needed to make them equivalent by subtracting on their fingers, counting on, using
known facts.
Introduction: Intro Capture Five addressing any gaps from the previous day as needed with the addition of recording using the
tape diagram.
Workshop: Students play Capture Five as they did in the previous days lesson. Today, students record using a tape diagram.
19 Compare DU (concrete)
SWBAT solve compare story problems (C-DU) by using cubes to represent.
Introduction: Story problem protocol. C-DU. Middle agenda. Represent with cubes.
Workshop: Students independently solve C-DU problems using cubes to represent.
20 Compare DU (pictorial)
SWBAT solve compare story problems (C-DU) by using pictures to represent.
Introduction: Story problem protocol. C-DU. Middle agenda. Represent with pictures.
Workshop: Students independently solve C-DU problems using pictures to represent.
21 Compare BU/SU (concrete)
SWBAT solve compare story problems (C-BU/SU) by using cubes to represent.
Introduction: Story problem protocol. C-BU/SU. Early agenda. Represent with cubes.
Workshop: Students independently solve C-BU/SU problems using cubes to represent.
22 Compare BU/SU (pictorial)
SWBAT solve compare story problems (C-BU/SU) by using pictures to represent.
Introduction: Story problem protocol. C-BU/SU. Early agenda. Represent with pictures.
Workshop: Students independently solve C-BU/SU problems using pictures to represent.

23 TC Extension problems (may be used as mixed practice of problem types instead if data calls for it)
Exemplars: Recycling, Bean Plans, Cans of Paint, Books/Books/Books
24 Unit Assessment
Assessments: Pre and Post Unit Assessments
Note:
The end of unit assessment is 11 story problem questions long. Schools may
choose to either give the whole assessment or choose fewer questions based
on time of year and student stamina.
Pre-Assessment:
Questions 1, 3, & 5
o All 3 are K story problem types
o Schools that give math stories assessments may already have data on
these 3 story problem types
Questions 6 & 8
o These story problem types may have been introduced in the math
stories blocks
o Schools that give math stories assessments may already have data on
these 2 story problem types
Story Problems 1 - Unit Assessment

Scholar: _____________________________ Date:_________________________
Standard Questions LMH / %
1.OA.1 Use addition and subtraction within 20 to solve word problems 1L

involving situations of adding to, taking from, putting together, taking 2L 5L
apart, and comparing, with unknowns in all positions, e.g., by using 3L 6-H
objects, drawings, and equations with a symbol for the unknown 4H
number to represent the problem. 5L 2.09
6H
/11
L AT-RU, TF-RU, PT/TA-TU, AU, and BAU 7H
M/H Compare, AT-CU, TF-CU (these are rated H given the time of the 8H
year; some of these types may be rated M later in the year) 9H
10 L
12 -H
1.OA.2 Solve word problems that call for addition of three whole 11 - M
numbers whose sum is less than or equal to 20, e.g., by using objects, 1M
drawings, and equations with a symbol for the unknown number to /1
represent the problem. 2.0
L small numbers
M larger numbers, identify equation
Total 2.05 /12

Name Date
1. Maya had 3 books. Sean had 5 books. How many books did they have in all?
2. Mr. Alese has 6 ties. 2 are red and the rest are blue. How many blue ties does he
have?
3. Javien had 10 cookies. He ate 6 of them. How many cookies does he have now?
4. Ms. Cassidy read 5 books. Mrs. Ochs read 7 books. How many more books did Mrs.
Ochs read than Ms. Cassidy?
5. 4 kids were swimming in the pool. 3 more kids hopped in. How many kids are in the
pool now?
6. There were 5 boys at Jakes party. Some more came after basketball practice.
Then there were 9. How many boys came to Jakes party after basketball practice?
7. Mr. Hogan has 7 clown suits. Mr. Woodarek has 5 fewer clown suits than Mr. Hogan.
How many clown suits does Mr. Woodarek have?
8. Mrs. Lee had 9 stickers. She gave some to her students. Now, she has 3 stickers.
How many stickers did she give to her students?
9. Shana has 3 hats. Johnny has 4 more hats than Shana. How many hats does Johnny
have?
10. There were 6 apples on the table. Some were green and some were red. How many
of each could there be?
11. Which equation could you use to represent the problem:
My teacher gave me 3 star stickers, 5 heart stickers, and 2 smiley face stickers.
How many stickers do I have all together?
o 3 + 2 + ___ = 5
o 5 + 3 + 1 ___
o 3 + 5 + 2 = ___
o ___ + 3 + 5 = 2
12. Jason had some books in his backpack. He got 4 more from the library. Now he
has 9 books. How many books did he have in his backpack to start?
Which of the following does NOT represent the story?

Evaluating Student Learning Outcomes
Assessment by Story Problem Type
# 1 2 3 4 5 6 7 8 9 10 11 12
Type PT/TA-TU PT/TA-AU TF- C- AT-RU AT-CU C-SU TF-CU C-BU PT/TA-BAU Multi- AT-SU
RU DU addend
Parent Letter (to distribute at the beginning of the unit):
Dear families,
We are so excited to start our next math unit on Story Problems! During this unit, your child will tackle new types of
story problems. The Common Core 1st Grade standards that scholars will be working on are below.
Common Core 1st Grade Standards

1.OA.1 Use addition and subtraction within 20 to solve word 1.OA.2 Solve word problems that call for addition of three
problems involving situations of adding to, taking from, whole numbers whose sum is less than or equal to 20, e.g., by
putting together, taking apart, and comparing, with unknowns using objects, drawings, and equations with a symbol for the
in all positions, e.g., by using objects, drawings, and equations unknown number to represent the problem. (to 10 by the end
with a symbol for the unknown number to represent the of this unit)
problem. (to 10 by the end of this unit)
The best way for you to support your child is by giving them story problems and asking them to follow the protocol to
solve them. A description of the story problem protocol and an example of each problem type from the unit is below.
Story Problem Protocol Description
Visualize -Say to your child, Make a mind movie.
-Read the story problem twice
Represent -Say to your child, Represent the story.
-Your child should use pictures or math diagrams to show what is happening in the story
Retell -Say to your child, Use your picture to retell the story.
-Your child should retell what happened in the story (i.e. First, Next, We need to figure
out)
Solve -Say to your child, Okay, now solve it.
-Your child should use a strategy to figure out the answer
Finish the Story -Say to your child, Now finish the story.
-Your child should retell the whole story with the answer in it. (i.e. First, Next, Last)
Story Problem Type Example Problem

Add to- Result Unknown I had 4 books. My teacher gave me 3 more books. How many books do I have now?
Put together- Total Unknown I had 4 non-fiction books and 3 fiction books. How many books do I have?
Put together/Take Apart- I had 5 books. Some were fiction and some were non-fiction. How many could be fiction and how
Both Addends Unknown many could be non-fiction? Show all of the combinations.
Add to- Change Unknown I had 4 books. My teacher gave me some more books. Now I have 7 books. How many books did
my teacher give me?
Add to- Start Unknown I had some books. My teacher gave me 3 more books. Now I have 7 books. How many books did
I start with?
Take from- Result Unknown I had 8 balloons. 3 balloons popped. How many balloons do I have now?
Take from- Change Unknown I had 8 balloons. Some balloons popped. Now I have 5 balloons. How many balloons popped?
Take from- Start Unknown I had some balloons. 3 balloons popped. Now I have 5 balloons. How many balloons did I start
with?
Compare- Difference There were 6 girls and 8 boys in class. How many more boys were there than boys?
Unknown
Compare-BU There were 2 more boys than girls in class. There were 6 girls. How many boys were there?
Compare-SU There were 2 fewer girls than boys in class. There were 8 boys. How many girls were there?
We will assess your childs progress toward mastering the standard throughout the unit and all scholars will take
a unit assessment in about 6 weeks. Please let us know if you have any questions! Thank you for your support!
The First Grade Teachers

Aligned Task3
https://www.illustrativemathematics.org/illustrations/160
1.OA At the Park
Alignments to Content Standards
Alignment: 1.OA.A.1
Tags
This task is not yet tagged.
a. There were 7 children at the park. Then 4 more showed up. How many children were at the park all together?
b. There were 7 children at the park. Some more showed up. Then there were 11 children in all. How many more children came?
c. There were some children at the park. Four more children showed up. Then there were 11 children at the park. How many children were at the
park to start with?
Commentary
This task includes three different problem types using the "Add To" context with a discrete quantity; see "1.OA The Pet Snake" for an "Add To"
problem with a continuous quantity. Table 1 in the glossary of the CCSSM offers a succinct overview of all addition and subtraction problem types.
Although students should experience and practice with all three problem types, they would not necessarily be introduced at the same time. Please see
the K, Counting and Cardinality; K5, Operations and Algebraic ThinkingProgressions Document for in-depth information about issues related to
students learning of these kinds of problems.
While students are expected to add and subtract fluently within 10 in first grade (1.OA.6), they are not expected to add and subtract fluently within 20
until second grade (2.OA.2).
Solutions
Solution: Classifications included

Students may use objects, pictures, or equations to represent their solutions. The solutions show equations with a question mark representing the
unknown value, but other symbols are often used. For example, 4 + ? = 11 might also be written
4 + ____ = 11 or 4 + = 11.
a. Total Unknown: There were 11 children in all.

Possible equation: 7+4= ?
b. Addend Unknown: 4 more children came.
Possible equation: 7+ ? =11
c. Start Unknown: There were 7 children in the park to start with.
Possible equation: ? +4=11
3
From Illustrative Mathematics
1.OA Marias Marbles
Alignment: 1.OA.A.1
Tags
a. Ali had 9 marbles. Maria had 5 marbles. How many more marbles did Ali have than Maria?
Ali had 9 marbles. Maria had 5 marbles. How many fewer marbles did Maria have than Ali?
b. Ali had 4 more marbles than Maria. Maria had 5 marbles. How many marbles did Ali have?
Maria had 4 fewer marbles than Ali. Maria had 5 marbles. How many marbles did Ali have?
c. Ali had 4 more marbles than Maria. Ali had 9 marbles. How many marbles did Maria have?
Maria had 4 fewer marbles than Ali. Ali had 9 marbles. How many marbles did Maria have?
Commentary
This task includes problem types that represent the Compare contexts for addition and subtraction (see Table 1 in the glossary of the CCSSM for all
all addition and subtraction problem types). There are three types of comparison problems those with an unknown difference and two known
numbers; those with a known difference and a bigger unknown number; and those with a known difference and smaller unknown number. Each of
these problem types can be solved using addition or subtraction, although the language in specific problems tends to favor one approach over another.
Please see the K, Counting and Cardinality; K5, Operations and Algebraic Thinking Progressions Document for in-depth information about issues
related to students learning of these kinds of problems.
Students benefit from encountering one problem type limited to small numbers and to develop strategies for that type of problem before encountering
mixed sets of problems and larger numbers that distract the student from the problem itself. Over time they will be able to distinguish between types
of problems in mixed sets and apply the appropriate strategy to solve each.
Solutions
This solution is written in teacher language. Students may use objects, pictures, or equations to represent their solutions. While students are expected
to add and subtract fluently within 10 at grade 1 (1.OA.6), they are not expected to add and subtract fluently within 20 until second grade; see
2.OA.2. The solutions show equations with a question mark representing the unknown value, but other symbols are often used. For example, 4 + ? =
9 might also be written 4 + ____ = 9 or 4 + = 9.
a. Difference Unknown:
Ali had 4 more marbles than Maria. (or)
Maria had 4 fewer than than Ali.
Possible equations: 5 + ? = 9; 9 5 = ?
b. Bigger Unknown: Ali had 9 marbles.
Possible equations: 5 + 4 = ?; ? - 4 = 5
c. Smaller Unknown: Maria had 5 marbles.
Possible equations: ? + 4 = 9; 9 4 = ?
1.OA Sharing Markers
Alignment: 1.OA.A.1
Tags
a. Char had 10 markers. She gave 3 to a friend. How many did she have left?
b. Char had 10 markers. She gave some to a friend. Now she has 7 left. How many markers did she give to her friend?
c. Char had some markers. She gave 3 to a friend. Then she had 7 left. How many markers did she have to start with?
Commentary
These tasks types represent the Take From contexts for addition and subtraction (see Table 1 in the glossary of the CCSSM for all all addition and
subtraction problem types). This task includes the three different problem types using the Take From context: result unknown, change unknown, and
start unknown. Students need experience and practice with all three types.
Result unknown problems (a) and change unknown problems (b) are both fairly easy for most students, since they can be acted out directly. Start
unknown problems (c) are the most difficult of the three for most children because they involve thinking about a situation in reverse (undoing the
action in a situation). Guessing an initial amount then trying it out to see if it works is another possible strategy.
The solutions below are written in teacher language. Students may use objects, pictures, or equations to represent their solutions. While students are
expect to add and subtract fluently within 10 at grade 1 (1.OA.6), they are not expected to add and subtract fluently within 20 until second grade; see
2.OA.2.
The solutions show equations with a question mark representing the unknown value, but other symbols are often used. For example, 10 - ? = 7 might
also be written 10 - ____ = 10 or 10 - = 7.
Solutions

a. Result Unknown: Char had 7 markers left.
Possible equation: 10 3 = ?
b. Change Unknown: Char gave 3 markers to her friend.

Possible equation: 10 ? = 7
c. Start Unknown: Char had 10 markers to start with.

Possible equation: ? 3 = 7
1.OA Finding a Chair
Alignment: 1.OA.A.1
Tags
a. There are 8 children and 6 chairs. A child sits in each chair. How many children wont have a chair?
b. There are 8 children and some chairs. A child sits in each chair. 2 children dont have a chair. How many chairs are there?
c. There are some children and 6 chairs. A child sits in each chair. 2 children dont have a chair. How many children are there?
d. There are 8 children and 10 chairs. A child sits in each chair. How many empty chairs are there?
e. There are 8 children and some chairs. A child sits in each chair. Two chairs are empty. How many chairs are there?
f. There are some children and 10 chairs. A child sits in each chair. Two chairs are empty. How many children are there?
Commentary
These tasks types represent Compare contexts for addition and subtraction (see Table 1 in the glossary of the CCSSM for all addition and subtraction
problem types).
These problems explicitly describe one-to-one correspondences without using comparison language. Such problems are easier for students to solve
than problems that use comparison language such as How many more? or How many fewer. Please see the K, Counting and Cardinality; K5,
Operations and Algebraic ThinkingProgressions Document for in-depth information about issues related to students learning of these kinds of
problems.
Solutions
Solution: Answers
a. 2 children will not have a chair.
b. There are 6 chairs.
c. There are 8 children.
d. There are 2 empty chairs.
e. There are 10 chairs.
f. There are 8 children.

.OA Boys and Girls, Variation 2
Alignment: 1.OA.A.1
Tags
9 children were in the class. How many boys and how many girls could have been in the class?
Solve the problem. Write an equation. Draw a picture and use it to explain your answer.
Commentary
This task represents the Put Together/Take Apart with both addends unknown context for addition and subtraction (see Table 1 in the glossary of the
CCSSM for all addition and subtraction problem types). Once a student finds one correct answer, he/she can be encouraged to find another. Ask the
student to use objects, pictures, or equations to represent each answer.
Solutions
Solution: Answers
Listing the possible pairings of boys and girls in a systematic way might help the student show that s/he has found all of the possible pairings.
There are 10 possible solutions. Students can select a number between 0 and 9 to represent the number of boys (or girls) and then find the number of
girls (or boys, resp).
Possible equations:
9=0+9
9=1+8
9=2+7
9=3+6
9=4+5
9=5+4
9=6+3
9=7+2
9=8+1
9=9+0
Note that students may write the total on either side of the equation.
1.OA School Supplies
Alignment: 1.OA.A.1
Tags
Pia takes some money to the store to buy school supplies. She buys some paper for $3 and a pen for $2. After she buys these supplies, she has $7 left.
How much money did Pia bring to the store?
Commentary
This task could be used for either instructional or assessment purposes, depending on where students are in their understanding of addition and how
the teacher supports them. The solution shown is very terse; students' solution strategies are likely to be much more varied.
Solutions
Solution: Tape diagram

Students who are familiar with tape diagrams might use them to solve the problem by first drawing a picture:
and then reasoning, "If she spent $2 + $3 dollars and had $7 left over, then she had $2+$3+$7=$12 to start."
There are many more strategies that students might use.
Solution: Using Addition with Objects
Students could use objects to add
2+3=5 5+7=12
Students who have mastered fluent addition for numbers up to 12 could also add these two quantities in their head.
1.OA Link-Cube Addition
Alignment: 1.OA.A.1
Tags
MATERIALS
Link-cubes or snap-cubes (2 colors for each student or pair of students)

A die
Paper and pencil
ACTIONS
a. Roll the die.

b. Using a single color, snap together the same number of cubes as is shown on the die.
c. Roll the die again.
d. Using the other color, snap together the same number of cubes as is shown on the die.
e. Snap the two groups of cubes together.
f. Write an addition equation that uses the number of each color of cube and the total number of cubes.
g. Write as many addition and subtraction equations as possible using the same three numbers.
Commentary
The purpose of this task is for students to identify and represent related addition and subtraction equations with objects and equations. While there are
eight possible equations for every pair of numbers rolled that are different, students do not need to write all eight equations every time. A task that
explicitly asks students to write all eight equations is 1.OA Fact Families with Pictures. A good follow-up to this task is 1.OA Fact Families.
This task would work well as a station if there is an adult to help explain the steps that students should follow. Alternatively, the teacher can show
students what to do and then have them work individually or in pairs. The teacher may want to use different colored dice to correspond to the
different colored link- or snap-cubes.
The advantage of using link- or snap-cubes is that they can help students understand length; see cluster 1.MD.A.
Solutions
Solution: 1
Suppose the first number rolled is a 4 and the second number rolled is a 5. Then the cubes might look like this:
Then one equation could be 4+5=9. Flipping the linked cubes around so the red ones are on the left and the green ones are on the right makes it easy
to see another equation:
5+4=9
The other equations are:
9=4+5
9=5+4
9-4=5
9-5=4
5=9-4
4=9-5
Appendix: Teacher Background Knowledge
from the OA Progression:

from Investigations:
from First Steps:

First Grade Math Unit 3 Overview

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AF Math - Grade 1 - Common Core Unit 3 2017-2018

K.OA.5 Fluently add and subtract within 5.

Identify The Narrative

Concrete Pictorial Abstract

Cubes or Another Manipulative

Sarah had some balloons. 2 popped.

1:1 Tape Diagram or Number Bond

Sarah had some balloons. 2 popped.

Tape Diagram or Number Bond

Sarah had some balloons. 2 popped.

Sarah had some balloons. 2 popped.

Key strategies for solving story problems include:

Concrete Pictorial Abstract

Count all (addition)

Count all (subtraction)

Make Ten to Add (with 3 Addends)

Make Ten to Add (with 2 Addends)

Make Ten to Subtract

Structural Overview from http://www.turnonccmath.net/index.php?p=map.

1. Students recognize and represent part/part/whole

2. students represent AT-RU, TF-RU, PT/TA-TU, AT-CU, AT-

3. students concretely and pictorially

1 Parts and Bonds

3 Roll and Record Subtraction

Introduction: Intro Heads and Tails Game.

10 TF-SU, TF-CU Story Problems

18 Contexts for Learning: Capture Five (day 2)

Workshop: Students independently solve C-BU/SU problems using pictures to represent.

Assessments: Pre and Post Unit Assessments

Story Problems 1 - Unit Assessment

Standard Questions LMH / %

1.OA.1 Use addition and subtraction within 20 to solve word problems 1L

Total 2.05 /12

11. Which equation could you use to represent the problem:

Which of the following does NOT represent the story?

Common Core 1st Grade Standards

Story Problem Type Example Problem

The First Grade Teachers

Alignments to Content Standards

Solution: Classifications included

a. Total Unknown: There were 11 children in all.

Solution: Classifications included

b. Change Unknown: Char gave 3 markers to her friend.

c. Start Unknown: Char had 10 markers to start with.

b. There are 6 chairs.

c. There are 8 children.

d. There are 2 empty chairs.

e. There are 10 chairs.

f. There are 8 children.

Alignments to Content Standards

Alignments to Content Standards

This task is not yet tagged.

Solution: Tape diagram

Alignments to Content Standards

This task is not yet tagged.

Link-cubes or snap-cubes (2 colors for each student or pair of students)

a. Roll the die.

The other equations are:

from the OA Progression:

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