Keeper Story Problems
Progression 1 (Years 1â2) Number | Solving add-to and take-from contexts from Hamilton Zoo and conservation sites.
Learning Intentions & Success Criteria
Te MÄtaiaho: quantify, order, compare small collections
NZC L1â2: solve addition/subtraction problems to 20
Key idea: choose a strategy that fits
Äkonga 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
- âIs this adding or taking away?â
- âWhich strategy feels easiest here?â
- âShow it in two different ways.â
Kupu / Vocabulary
- add / tÄpiri
- take / whakaheke
- altogether / katoa
- left / tonu
- strategy / rautaki
- equation / whÄrite
đ„ Media Anchor (8 mins)
Video: Early Number Sense Strategies for Young Learners
- What counting or grouping move from the clip can you use in our warm-up task?
- How could you teach this strategy to a classmate or whÄnau member?
Materials
- Problem cards (zoo feeding, wÄtÄ hotel checks, seedling planting).
- Counters, frames, number lines; mini whiteboards.
- A5 Handout: generator âMixed (add/sub),â range 0â20, 20â24 Qs.
Lesson Flow
Hook (5 mins)
- Story: âA keeper feeds 7 kea, then 5 more arrive.â Act and count; ask âadd or take?â
Teach/Model (10â12 mins)
- Model add-to with frames and a number line (start 7, +5 = 12); record equation.
- Model take-from (12 fish, 4 eaten; show 12â8); 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 (10â12 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 0â12.
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 âstart, change, resultâ labels.
- Keep numbers within 0â12 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.
WhÄnau Connection
- Send home a âstory mathsâ prompt: create a short add or take story at home.
- Invite whÄnau to share a local kaitiaki story to turn into a class problem.
Handout Link
Use the Progression 1 generator set to âMixed (add/sub)â and range 0â20, 20â24 questions. Encourage one picture + one equation per problem.
Curriculum alignment
- Number â 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 commutativâŠ
- Measurement â 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 commutativâŠ
- Statistics â 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 commutativâŠ
- Algebra â 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 commutativâŠ
- Geometry â 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 commutativâŠ
Curriculum alignment
- Number and Algebra â Number Strategies: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.
- Number and Algebra â Patterns and Relationships: Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many.
đ Kaiako Planning Snapshot
Teacher planning support for this resource â 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 Äkonga 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.