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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes or two-color counters

Activity Narrative

The purpose of this activity is for students to determine what information is necessary to solve a story problem. This will be useful in the next activity when students create their own story problem to match an expression, because they will need to decide what information to include. When students identify information they need to know and don’t need to know to answer a question, they model with mathematics (MP4).

Launch

Groups of 2
Give students access to connecting cubes or counters.
Read and display the Task Statement.
“Tell your partner what happened in the story.”
30 seconds: quiet think time
1 minute: partner discussion

Activity

“I am going to read it again. Think about what information we need to know to answer the question, and what information we don't need to know.”
Reread the Task Statement.
30 seconds: quiet think time
2 minutes: partner discussion
If needed, ask, “What are we trying to figure out?”
Share and record responses.
"I will read it one more time and then you will answer the question."
Reread the Task Statement.
“Show your thinking using objects, drawings, numbers, or words.”
2 minutes: independent work time
2 minutes: partner discussion

Diego and Mai are at the park.
They see 3 butterflies.
They find some rocks to paint.
Some rocks are big and some are tiny.
Mai finds 3 rocks.
Diego finds 6 rocks.
How many rocks did Diego and Mai find?

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“What expression can we use to show what happened in the story problem? How do you know?” ( or . Mai collected 3 rocks and Diego collected 6 rocks.)
“We can use the expressions to show what happened in the story problem. Mai collected 3 rocks and Diego collected 6 rocks. They collected 9 rocks together.”
“ is 9. We can write that as is 9.”
Write “ is 9.”

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes or two-color counters

Activity Narrative

The purpose of this activity is for students to tell a story problem that matches a given expression. Students make decisions about the real-world situations they describe to represent the expression. Also, they figure out which information to include so that the story problem matches the expression and can be solved. When students consider assumptions about information not given in a situation and identify information they need to know and don’t need to know to answer a question, they model with mathematics (MP4).

MLR8 Discussion Supports. Invite students to use gestures with verbal descriptions and drawings to tell the story problem.
Advances: Listening, Representing, Speaking, Conversing

Launch

Groups of 2
Give students access to connecting cubes or counters.
“Think of one expression. You can think of an addition expression or a subtraction expression. Write the expression in the box.”
1 minute: independent work time

Activity

“Think of a story problem that goes with the expression that you wrote. Think of the information that you should include in the story problem. You can draw pictures or write words and numbers in your book to help you remember what happens in your story problem.”
3 minutes: independent work time
“Share your story problem and expression with your partner. When your partner tells you their story problem, solve it. Show your thinking using objects, drawings, numbers, or words.”
6 minutes: partner work time

Write an addition or subtraction expression.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“Does your partner’s expression match their story problem? What information in the story helps you figure that out?” (Yes, in the story there were 5 red apples and 2 green apples. That matches the expression 5 + 2. I needed to know how many apples of each color there were.)
“When you were creating your story problem, was there any information that you decided not to include? Why or why not?” (I didn't include the color of the jump rope because you didn't need that to find how many times Lin jumped.)
As time allows, invite students to share the story problems they created with the class.
As each student shares, consider asking:
- “How does the story match the expression?”
- “What information do we need to answer the question?”

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Assessment Access

Lesson 18

Tell Story Problems for Expressions (Optional)

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

K.OA.A.1

K.OA.A.2

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

K.OA.A.1

K.OA.A.2

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

K.CC.A.1

K.CC.A.2

Building Toward