Keeper Story Problems
Progression 1 (Years 1–2) Number | Solving add-to and take-from contexts from Hamilton Zoo and conservation sites.
Learning Intentions & Success Criteria
Te Mātaiaho: quantify, order, compare small collections
NZC L1–2: solve addition/subtraction problems to 20
Key idea: choose a strategy that fits
Ākonga are learning to:
- Identify add-to and take-from situations.
- Choose a strategy (count-on, make-10, doubles, part-part-whole) to solve.
- Represent thinking with diagrams and equations.
Success looks like:
- I can retell the problem and show the operation.
- I can solve to 20 with a chosen strategy and explain why.
- I can check using a different representation (e.g., number line + equation).
Teacher prompts
- “Is this adding or taking away?”
- “Which strategy feels easiest here?”
- “Show it in two different ways.”
Kupu / Vocabulary
- add / tāpiri
- take / whakaheke
- altogether / katoa
- left / tonu
- strategy / rautaki
- equation / whārite
🎥 Media Anchor (8 mins)
Video: Adding and subtracting on number line word problems | Early Math | Khan Academy
Before — Predict
Act out one feeder being added and one animal leaving. For each story, predict which direction a number-line arrow should travel.
During — Watch with a job
Watch the full 4:27 clip. Record the quantities, operation, number-line move, and equation for the examples.
| Story quantities | Operation and direction | Number-line representation | Equation |
|---|---|---|---|
| … | … | … | … |
| … | … | … | … |
Kaiako moves
- Ask learners to retell what happened before choosing an operation; do not teach keyword spotting.
- Accept evidence when the story, arrow direction, landing number, and equation all agree.
After — Pair process
Retell one captured example to a partner without showing the equation. Your partner identifies the operation and explains why.
Immediate use
Translate the example into a zoo or conservation story and solve it at Station A or B.
Support + stretch
- Support: Use action-picture cards, counters, and totals to 12 before drawing the line.
- Stretch: Check the same story with a second representation and explain why both match.
Materials
- Problem cards (zoo feeding, wētā hotel checks, seedling planting).
- Counters, frames, number lines; mini whiteboards.
- A5 Handout: generator “Mixed (add/sub),” range 0–20, 20–24 Qs.
Lesson Flow
Hook (5 mins)
- Story: “A keeper feeds 7 kea, then 5 more arrive.” Act and count; ask “add or take?”
Teach/Model (10–12 mins)
- Model add-to with frames and a number line (start 7, +5 = 12); record equation.
- Model take-from (12 fish, 4 eaten; show 12→8); link to part-part-whole.
- Discuss strategy choice: counting-on vs. make-10 vs. doubles.
Guided Practice (15 mins)
- Station A: Add-to cards (zoo): act, draw, solve, record equation.
- Station B: Take-from cards (conservation): use counters then number line.
- Station C: Choose-your-tool: same problem, pick a representation and explain.
Independent/Extension (10–12 mins)
- Solve 4 new problems; write sentence + equation; circle strategy used.
- Extension: write your own zoo/conservation problem and swap to solve.
- Support: use visuals and constrain numbers to 0–12.
Exit Check (5 mins)
- Two quick problems (one add-to, one take-from); show drawing + equation.
Place-based options
- Hamilton Zoo: feeder top-up counts; write story problems from observation/virtual tour.
- Sanctuary Mountain/Zealandia: trap check counts; create subtraction scenarios.
Representations: show both an adding-on line and a part-part-whole diagram; highlight strategy language.
Differentiation & Support
Scaffolds
- Use story mats with “start, change, result” labels.
- Keep numbers within 0–12 and provide counters.
- Model the same story with two representations before release.
Extensions
- Add comparison problems (how many more?).
- Write a story that can be solved two different ways.
- Explain why a strategy is more efficient than counting all.
Common Misconceptions
- Mixing up add-to and take-from language. Remedy: retell the story with gestures.
- Choosing count-all even when a bridge-to-10 is available. Remedy: prompt for efficiency.
- Writing equations that do not match the story. Remedy: point to each part as you write.
Assessment & Evidence
- Observe strategy choice; note students defaulting to count-all.
- Exit problems: accuracy and clarity of representation.
Whānau Connection
- Send home a “story maths” prompt: create a short add or take story at home.
- Invite whānau to share a local kaitiaki story to turn into a class problem.
Handout Link
Use the Progression 1 generator set to “Mixed (add/sub)” and range 0–20, 20–24 questions. Encourage one picture + one equation per problem.
Curriculum alignment
- Number — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
- Measurement — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
- Statistics — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
- Algebra — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
- Geometry — Practices: - Adding or subtracting 0 does not change a number (the additive identity property). - Changing the order in which numbers are added does not change the result (the commutativ…
Curriculum alignment
- Te Mātaiaho (2025) · Mathematics and Statistics · Phase 1 (Years 0–3) · Algebra (Practices): “- The symbols + and - represent addition and subtraction, and the equal sign shows that two sides of an equation represent the same quantity. - An open number sentence is a statement that contains an unknown value.”
- NZC (2007) · Mathematics and Statistics · Level 2: “Use simple additive strategies with whole numbers and fractions.”
📋 Kaiako Planning Snapshot
Teacher planning support for this resource — learning intentions, success criteria, and inclusive practice guidance are summarised below.
Inclusion Guidance
- ESOL / ELL learners: Pre-teach key vocabulary (numeracy, number, keeper) using visual word walls or bilingual glossaries before the lesson. Reduce language load with diagrams and visual models. Partner-share and think-pair-share strategies encouraged.
- Neurodiverse learners / ADHD: Break the lesson into clear segments with visual checkpoints. UDL principle: offer ākonga a choice in how they demonstrate understanding (verbal, written, visual/drawn). Provide anchor charts or reference cards for numeracy number p1 l6 concepts throughout.
- Dyslexia: Provide audio-text alternatives for written materials. Use high-contrast fonts and generous line spacing. Allow voice recording as an alternative to written responses where possible.