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Clarifications
Clarification 1: Instruction includes understanding the context of the problem, as well as the quantities within the problem.Clarification 2: Students are not expected to independently read word problems.
Clarification 3: Addition and subtraction are limited to sums within 20 and related subtraction facts. Refer to Situations Involving Operations with Numbers (Appendix A).
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
- MA.1.NSO.2.1
- MA.1.NSO.2.2
- MA.1.NSO.2.3
- MA.1.AR.2.1
- MA.1.AR.2.2
- MA.1.AR.2.3
- MA.1.M.1.1
- MA.1.M.2.3
- MA.1.DP .1.2
Terms from the K-12 Glossary
- NA
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for students to start to apply their understanding of mathematical concepts as they critically apply their knowledge in visualizing and deciphering word problems. In Kindergarten, students solved real-world addition and subtraction problems within 10, with a focus on drawings and equations to represent problems. Students are not expected to independently read word problems (MTR.7.1).- Instruction allows students to focus on context and apply reasoning to determine the appropriate operation (MTR.7.1).
- Instruction includes helping students realize that there can be more than one representation for a given problem which could be helpful for students to choose which representation they prefer and to communicate with other students who might prefer a different representation (MTR.2.1, MTR.4.1, MTR.5.1).
- Instruction includes getting students to assess the reasonableness of their solutions within context (MTR.6.1).
- Instruction may begin with concrete models, pictures, numbers and words, and then move into writing equations (MTR.2.1).
- Instruction should include a variety of problem types (see Appendix A) and not a focus on any single problem type. It is important that students have opportunities to solve various problem types.
Common Misconceptions or Errors
- Students may have difficulty modeling or solving problems that involve a change unknown or start unknown problem type. To help with this misconception, include the use of Appendix A in instruction.
- Students may look for key words rather than context and reasoning, which can lead to the wrong operation.
Strategies to Support Tiered Instruction
- Instruction provides the opportunity to create word problems to match change unknown and start unknown problem types.
- For example, the teacher provides the change unknown equation 12 − ____ = 8 to the students. Students develop a situation that matches the equation to make into a word problem.
- Instruction provides the opportunity to determine the context of word problems with a focus on what is happening in the problem and how it can be solved.
- For example, the teacher provides the following word problem: Patrick’s Pet Care washed 3 dogs in the morning and some more dogs in the afternoon. Patrick washed a total of 7 dogs. How many dogs did Patrick wash in the afternoon? Teacher asks “What is this problem about? What is happening in this problem? What information do we know? How do you think you would solve this problem?”
- Teacher provides a variety of change unknown and start unknown problems for students to match to the correct equation. Problem types and examples can be found in Appendix A.
- Teacher provides a graphic organizer to identify important information for solving the problem.
- For example, students develop an understanding of context and reasoning by answering questions about the context and gathering information from the problem to promote reasoning.
Instructional Tasks
Instructional Task 1 (MTR.4.1)
There are chickens, sheep and pigs in a barn. There are 17 animals total in the barn.- Part A. How many chickens, sheep and pigs could be in the barn?
- Part B. With a partner, compare your work. How are your barns alike? How are your barns different?
Instructional Task 2 (MTR.1.1, MTR.2.1, MTR.7.1)
Provide students with the equation 12= __+7. Provide time for students to draw a picture that represents the equation then verbally express a word problem to match.
Instructional Items
Instructional Item 1
Trevor had 16 toy cars. He went to the toy store with his father. His father bought him some more toy cars. When Trevor got home, he counted his cars and now he has 20 cars. How many toy cars did his father buy for him? Write an equation to show how you solved the problem.
Instructional Item 2
Elliana had 19 stuffed animals. She gave some away. Now Elliana has 11 stuffed animals. How many stuffed animals did Elliana give away? Draw a picture to show your work.*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorials
Problem-Solving Tasks
Tutorial
MFAS Formative Assessments
Students are asked to solve two Add To (Change Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Add To (Result Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Add To (Start Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Take From (Change Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Compare (Bigger Unknown) problems presented using the terms more than and fewer than.
Students are asked to solve two Compare (Difference Unknown) word problems within 20 using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Compare (Smaller Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Compare problems presented using the terms more than and fewer than.
Students are asked to solve a Compare (Difference Unknown) word problem using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Add To (Change Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Put Together/Take Apart (Addend Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve a Put Together/Take Apart (Both Addends Unknown) word problem using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Put Together/Take Apart (Total Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Put Together/Take Apart (Addend Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Take From (Change Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Take From (Result Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Take From (Start Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Take From (Start Unknown) word problems using pencil and paper or other appropriate manipulatives.
Students are asked to solve two Compare problems presented using the terms more than and fewer than.
Students are given pairs of word problems that can be solved using the Commutative Property of addition.
Original Student Tutorials Mathematics - Grades K-5
Join Juliana for her 8th birthday party! Learn to solve addition problems within 20 using objects and creating drawings in this interactive student tutorial.
Help Mario and Gretchen model and write equations for addition word problems, in this interactive tutorial.
This is part 1 in a 3-part series. Click below to explore the other tutorials in the series.
Part 1: Addition Word Problems Around the Zoo (this one)
Part 2: Subtraction Word Problems Around the Zoo
Part 3: Word Problems Around the Zoo
Help Mario and Gretchen model and write equations for subtraction word problems in this interactive tutorial.
This is part 2 in a 3-part series. Click below to explore the other tutorials in the series.
Part 1: Addition Word Problems Around the Zoo
Part 2: Subtraction Word Problems Around the Zoo (this one)
Help Gretchen and Mario differentiate between addition and subtraction word problems during their field trip to the zoo in this interactive tutorial.
This is part 3 in a 3-part series. Click below to explore the other tutorials in the series.
Part 1: Addition Word Problems Around the Zoo
Part 2: Subtraction Word Problems Around the Zoo
Part 3: Word Problems Around the Zoo (this one)
Student Resources
Original Student Tutorials
Join Juliana for her 8th birthday party! Learn to solve addition problems within 20 using objects and creating drawings in this interactive student tutorial.
Type: Original Student Tutorial
Help Mario and Gretchen model and write equations for addition word problems, in this interactive tutorial.
This is part 1 in a 3-part series. Click below to explore the other tutorials in the series.
Part 1: Addition Word Problems Around the Zoo (this one)
Part 2: Subtraction Word Problems Around the Zoo
Part 3: Word Problems Around the Zoo
Type: Original Student Tutorial
Help Mario and Gretchen model and write equations for subtraction word problems in this interactive tutorial.
This is part 2 in a 3-part series. Click below to explore the other tutorials in the series.
Part 1: Addition Word Problems Around the Zoo
Part 2: Subtraction Word Problems Around the Zoo (this one)
Part 3: Word Problems Around the Zoo
Type: Original Student Tutorial
Help Gretchen and Mario differentiate between addition and subtraction word problems during their field trip to the zoo in this interactive tutorial.
This is part 3 in a 3-part series. Click below to explore the other tutorials in the series.
Part 1: Addition Word Problems Around the Zoo
Part 2: Subtraction Word Problems Around the Zoo
Part 3: Word Problems Around the Zoo (this one)
Type: Original Student Tutorial
Problem-Solving Tasks
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."
Type: Problem-Solving Task
Students may use either addition or subtraction to solve these types of word problems, with addition related to the action of putting together and subtraction related to the action of taking apart. Depending on how students think about these word problems, either is appropriate for the "addend unknown" problems. Seeing it both ways emphasizes the relationship between addition and subtraction.
Type: Problem-Solving Task
This task includes three different problem types using the "Add To" context with a discrete quantity.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
The purpose of this task is for students to gain a better understanding of measurements with the example being the growth of a pet snake.
Type: Problem-Solving Task
These task types represent the Take From contexts for addition and subtraction. 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.
Type: Problem-Solving Task
Tutorial
In this tutorial video from Khan Academy, a word problem is solved with unit cubes, as well as with a missing addend addition equation and a subtraction equation.
Type: Tutorial
Parent Resources
Problem-Solving Tasks
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."
Type: Problem-Solving Task
The purpose of this task is for students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity. Scarcity occurs when you want or need more than you can have. Students may want to buy everything but will discover that it not possible with only $7 and they will have to make decisions.
Type: Problem-Solving Task
Students may use either addition or subtraction to solve these types of word problems, with addition related to the action of putting together and subtraction related to the action of taking apart. Depending on how students think about these word problems, either is appropriate for the "addend unknown" problems. Seeing it both ways emphasizes the relationship between addition and subtraction.
Type: Problem-Solving Task
This task includes three different problem types using the "Add To" context with a discrete quantity.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
The purpose of this task is for students to gain a better understanding of measurements with the example being the growth of a pet snake.
Type: Problem-Solving Task
These task types represent the Take From contexts for addition and subtraction. 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.
Type: Problem-Solving Task
Tutorial
In this tutorial video from Khan Academy, a word problem is solved with unit cubes, as well as with a missing addend addition equation and a subtraction equation.
Type: Tutorial
