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Lesson 5�8 393

Key Concepts and Skills• Order 1- and 2-digit whole numbers.  

[Number and Numeration Goal 7]

• Use number grids, base-10 blocks, and

other strategies to add and subtract. 

[Operations and Computation Goal 2]

• Solve number stories. 

[Operations and Computation Goal 4]

• Generate and record number models

to match solution strategies.  

[Patterns, Functions, and Algebra Goal 2]

Key ActivitiesChildren solve different kinds of number

stories. They make up and solve their own

number stories and write number models

for the stories.

Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Number and Numeration Goal 3]

MaterialsMath Journal 1, p. 94

Home Link 5�7

Animal Cards (Math Journal 1, Activity

Sheets 7 and 8; Math Masters, pp. 132–137) 

� slate

Practicing Finding DifferencesMath Masters, p. 145

Children practice finding differences

using a number line.

Math Boxes 5�8Math Journal 1, p. 95

Children practice and maintain skills

through Math Box problems.

Home Link 5�8Math Masters, p. 146

Children practice and maintain skills

through Home Link activities.

READINESS

Acting Out Number Storiesslate � counters

Children act out and solve number stories.

ENRICHMENTMaking Thematic Number StoriesChildren make up number stories based

on a curricular theme.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

����������� Solving Number StoriesObjective To provide practice making up and solving a variety

of number stories involving relations, addition, and subtraction.o

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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394 Unit 5 Place Value, Number Stories, and Basic Facts

Ongoing Assessment: Mental Math

and Reflexes�Recognizing Student Achievement

Use Mental Math and Reflexes to assess children’s ability to identify digits in

numbers. Children are making adequate progress if they are able to recognize

the ones place and the tens place. Some children may be able to write the

largest and smallest 2-digit numbers.

[Number and Numeration Goal 3]

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

Algebraic Thinking Briefly go over the answer. Ask how this number story is like the penny comparison stories in Lesson 5-7. Both are comparison stories; the result is called the difference.

Draw a comparison diagram on the board like the one shown. As you do, ask:

● How much does the koala weigh? 19 lb That’s the larger quantity. (Write 19 in the top box.)

● How much does the eagle weigh? 15 lb That’s the smaller quantity. (Write 15 in the lower left box.)

● What is the difference between 19 and 15? 4 (Write 4 on the line.)

NOTE You may wish to explain to children that finding the difference

between 19 and 15 is the same as finding the unknown number that makes

19 – 15 = true. Remind children that they can think of subtraction as an

addition problem with an unknown addend. They can solve 19 – 15 = by

finding the number that makes 19 when added to 15, as in 15 + = 19.

Getting Started

Math MessageTake out your Animal Cards. How much more does the koala weigh than the eagle?

Home Link 5�7 Follow-UpBriefly review the answers from the Home Link. Have children share strategies for solving Problem 3.

Mental Math and Reflexes Give clues about numbers, such as the following:

Write a 2-digit number with 3 in the ones place; with 5 in the ones place; with 8 in the ones place.

Write a 2-digit number with 7 in the tens place; with 4 in the tens place; with 9 in the tens place.

Write the largest 2-digit number; the smallest 2-digit number. 99; 10

Children write answers on slates.

Quantity

Difference

Quantity

19

15 4

�

Links to the FutureThis lesson demonstrates and describes

change-to-less, change-to-more,

comparison, and parts-and-total situations.

Children will continue to be exposed to

these types of number stories in first grade.

Applying knowledge of these situations to

solving number stories is a Grade 2 Goal.

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� Solving Number Stories WHOLE-CLASS ACTIVITY

Involving Addition and SubtractionAlgebraic Thinking By now, children have had some exposure to the following kinds of number stories:

� Relations: My cat weighs 7 pounds and my rabbit weighs 6 pounds. Which weighs more? My cat

� Change-to-less: If a 23-pound raccoon sheds 2 pounds of fur, how much will it weigh? 21 lb

� Change-to-more: Kareem had 3 cats. One of the cats had a litter of 6 kittens. How many cats and kittens does Kareem have in all? 9 cats and kittens

� Parts-and-total: A 50-pound boy holds a 7-pound cat and steps on a scale. How many pounds do they weigh together? 57 lb

� Comparison: How much less does a 7-pound cat weigh than a 14-pound fox? 7 lb

Have the class solve these stories or similar stories. Ask children to suggest a number model for each. You may also want to have children make up their own number stories.

If children are having difficulty getting started, suggest some of the following situations:

� Stories about dominoes: What is the total number of dots? Which half of the domino has more dots? How many more?

� Stories about money saved, spent, or shared

� Stories about fruit bought, eaten, or given away

� Stories about games: Sarah played the Difference Game. She took 6 pennies in the first round and 3 pennies in the second round. How many more pennies did she take in the first round?

As children solve each number story, encourage them to share a variety of solution strategies. You may wish to pose problems that allow you to highlight the following strategies:

� Counting on from the larger addend: How much do the rabbit and the raccoon weigh together?Strategy: Start with the larger weight (the raccoon’s). Count up 6 from 23 to get 29 lb. Number model: 23 + 6 = 29

� Counting up to subtract: The boy stands next to the beaver. How much taller is the boy?

Strategy: Use a number grid. Start at 30 and count up 20 to get 50. The difference is 20; the boy is 20 inches taller than the beaver.

Number model: 30 + 20 = 50 or 50 – 30 = 20

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Lesson 5�8 395

23 - 2 21

Change-to-less

23 - 2 = 21

3 + 6 9

Change-to-more

3 + 6 = 9

Parts-and-total

57

50 7

50 + 7 = 57

Comparison

Quantity

Difference

Quantity

14

7 7

14 - 7 = 7

Types of number stories

NOTE The “counting on from the larger

addend” strategy relies on the Commutative

Property of Addition, which states that

two numbers may be added in any order

without affecting the sum. Children should

understand that they may add large numbers

in whatever order is easiest for them, but

they should not be expected to know the

term Commutative Property.

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396 Unit 5 Place Value, Number Stories, and Basic Facts

LESSON

5�8

Name Date

Comparisons

Example:

Carlos

Lynn

Who has more money? How much more money? ¢

1. Amy

Deon

Who has more money? How much more money? ¢

2. Cat

Eagle

Which animal weighs more? How much more? lb

3. Andy has 17 crayons. Kate has 25 crayons.Who has fewer crayons? How many fewer crayons? crayons8

Andy

8Eagle

15 lb7 8 9 10 11 12 13 14 15 16

7 lb

8Deon

21 pennies22212019181716151413

13 pennies

4Lynn

0 1 2 3 4 5 6 7 8 9P PPPPPP

P PP

Try This

Math Masters, p. 145

Teaching Master

� Making ten: The cat and the koala sit on a scale at the same time. How much do they weigh altogether?

Strategy: Use base-10 blocks to represent the cat’s weight (7 cubes) and the koala’s weight (1 long, 9 cubes). Add the blocks together. 7 cubes + 1 long, 9 cubes = 1 long, 16 cubes. Trade 10 cubes for 1 long, leaving 6 cubes left over. 2 longs, 6 cubes = 2 tens, 6 ones = 26.

Number model: 7 + 10 + 9 = 10 + 16 = 20 + 6 = 26

� Making Up and Solving INDEPENDENTACTIVITY

Number Stories(Math Journal 1, p. 94)

Discuss Mandy’s number story at the top of the journal page. Ask: Can anyone suggest a different story for the picture? Sample answer: Jean had 5 balloons. She gave 1 balloon to Jon. How many balloons does Jean have now?

Ask children to make up a number story and record it on the page, along with a number model. Explain that they may write the story in words or illustrate it with counters, tallies, or pictures.

After children are finished, choose several stories for the class to act out. Make sure to include stories that involve addition and subtraction.

NOTE Remember not to force the solution to a number story into a particular

mold. The diagrams used for these stories give one way of viewing the problems.

The number models might show addition or subtraction.

2 Ongoing Learning & Practice

� Practicing Finding Differences INDEPENDENTACTIVITY

(Math Masters, p. 145)

Use Math Masters, page 145 to provide more practice finding differences using a number line.

� Math Boxes 5�8 INDEPENDENTACTIVITY

(Math Journal 1, p. 95)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 5-6. The skills in Problem 4 preview Unit 6 content.

Writing/Reasoning Have children draw, write, or verbalize an answer to the following question: What is a pattern? A reasonable answer should explain that a pattern is something that repeats.

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Number StoriesLESSON

5 � 8

Date

Here is a number story Mandy made up.

I have 4 balloons.Jamal brought 1 more. We have 5 balloons together.

4 � 1 � 5

Record your own number story.Fill in the unit box. Write a number model. You may want to draw a picture for your story.

Unit

balloons

Unit

Answers vary.

Math Journal 1, p. 94

Student Page

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One child’s work in response to the Writing/Reasoning prompt

� Home Link 5�8 INDEPENDENTACTIVITY

(Math Masters, p. 146)

Home Connection Children find or draw a picture that illustrates a number story. They tell a number story about the picture and write a number model for the number story.

3 Differentiation Options

READINESS SMALL-GROUP ACTIVITY

� Acting Out Number Stories 5–15 Min

To explore creating and solving number stories, have children tell and act out number stories. Begin by telling parts-and-total, change-to-more, change-to-less, and comparison stories. Have children act out the stories using counters. For parts-and-total stories, they draw a dividing line in the middle of their slates; place the appropriate number of counters on each side of the divider; and then erase the divider to find the total. For change stories, they model the start and the change with counters to find the answer. For comparison stories, they line up the counters side-by-side to find the answer. You may wish to have children tell and act out their own stories.

ENRICHMENT PARTNER ACTIVITY

� Making Thematic 15–30 Min

Number StoriesTo apply children’s understanding of number stories, select a topic from your science or social studies curriculum as a theme for children’s number stories.

Working with a partner, each child tells a number story using the theme. Partners then illustrate and/or write both stories in words. They write a number model for each story. Collect the stories for a classroom book or bulletin-board display.

Name Date

Number StoriesHOME LINK

5�8

Children have been telling and solving number stories. Have your child explain the number story that goes with the picture he or she chooses. If you like, help your child record the number story in words. The number model may show addition or subtraction, depending on how your child tells the story.

Please return this Home Link to school tomorrow.

Family Note

Here is a number story Mandy made up.I have 4 balloons.Jamal brought 1 more.We have 5 balloons together.4 + 1 = 5 1. Find a picture in a magazine or draw your own

picture. Use it to write a number story. Write a number model to go with your story.

Write each sum. 2. 3. 4.

2 + 4 = 6 6 + 4 = 10 5 + 1 = 6

Unit

balloons

Unit

Practice

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Math Masters, p. 146

Home Link Master

Lesson 5�8 397

Choose the best answer.

71¢ 61¢ 46¢ 40¢

Math Boxes LESSON

5 � 8

Date

3.

How many children have lost 0 teeth?

children

How many children have lost more than 3 teeth?

children

1. Fill in the pattern.

2. How much money? ÍÍÂÂÂÂÂÎ

4. Draw and solve.

The chicken has 12 eggs. 2 eggs hatch. How many eggs are left?

eggs43210 5

Teeth Lost

Number of Teeth

Sample answer:

10

6

5

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Math Journal 1, p. 95

Student Page

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