Georgia

Standards of Excellence
Curriculum Frameworks

Mathematics

GSE Kindergarten
Unit 6: Further Investigation of Addition and
Subtraction

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Kindergarten Unit 6: Further Investigation of Addition and Subtraction
TABLE OF CONTENTS

Overview .............................................................................................................................3

Standards for Mathematical Practice and Content ...............................................................6

Big Ideas .............................................................................................................................8

Essential Questions .............................................................................................................8

Concepts and Skills to Maintain .........................................................................................9

Strategies for Teaching and Learning ..................................................................................9

Selected Terms and Symbols ............................................................................................10

Common Misconceptions ..................................................................................................10

Tasks ..................................................................................................................................11

Intervention Table ..............................................................................................................14

Balancing Act.........................................................................................................15
Ten Flashing Fireflies ............................................................................................19
Got Your Number? ................................................................................................20
By the Riverside .....................................................................................................31
Capturing Bears (5/10) ...........................................................................................36
Fishing Tale ...........................................................................................................48
Moving Day ...........................................................................................................54
How Many Ways to Get to 10 ...............................................................................59
A Day at the Beach ................................................................................................64
Greater Than, Less Than, Equal To in Range up to 10..........................................68
A Snail in the Well.................................................................................................68
At the Mechanic .....................................................................................................69
Field Trip for Fives ................................................................................................75
The Magic Pot ........................................................................................................80
Equally Balancing Numbers ..................................................................................88

IF YOU HAVE NOT READ THE KINDERGARTEN CURRICULUM OVERVIEW IN ITS

ENTIRETY PRIOR TO USE OF THIS UNIT, PLEASE STOP AND CLICK HERE:
https://www.georgiastandards.org/Georgia-Standards/Frameworks/K-Math-Grade-Level-
Overview.pdf Return to the use of this unit once you’ve completed reading the Curriculum
Overview. Thank you.
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
OVERVIEW

Understand addition as putting together and adding to, and understand subtraction as taking apart and
taking from.

For numbers 0 – 10, Kindergarten students choose, combine, and apply strategies for answering
quantitative questions. This includes quickly recognizing the cardinalities of less sets of objects,
counting and producing sets of given sizes, counting the number of objects in combined sets, or
counting the number of objects that remain in a set after some are taken away. Objects, pictures,
actions, and explanations are used to solve problems and represent thinking. Although GSE states,
“Kindergarten students should see addition and subtraction equations, and student writing of
equations in kindergarten in encouraged, but it is not required”, please note that it is not until First
Grade that “Understand the meaning of the equal sign” is an expectation.

Mathematically proficient students communicate precisely by engaging in discussion about their

reasoning using appropriate mathematical language. The terms students should learn to use with
increasing precision with this cluster are: join, add, separate, subtract, and, same amount as, equal,
less, more, compose, and decompose.

The Critical Areas are designed to bring focus to the standards at each grade by describing the big
ideas that educators can use to build their curriculum and to guide instruction.

(1) Representing, relating, and operating on whole numbers, initially with sets of objects.
Students use numbers, including written numerals, to represent quantities and to solve quantitative
problems, such as counting objects in a set; counting out a given number of objects; comparing sets
or numerals; and modeling simple joining and separating situations with sets of objects, or
eventually with equations, such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see
addition and subtraction equations, and student writing of equations in kindergarten is encouraged,
but it is not required.) Students choose, combine, and apply effective strategies for answering
quantitative questions, including quickly recognizing the cardinalities of less sets of objects,
counting and producing sets of given sizes, counting the number of objects in combined sets, or
counting the number of objects that remain in a set after some are taken away.

Fluency with basic addition and subtraction number combinations is a goal for the pre-K–2nd grade
years. By fluency the National Council of Teachers of Mathematics states that students are able to
compute efficiently and accurately with single-digit numbers. Teachers can help students increase
their understanding and skill in single-digit addition and subtraction by providing tasks that (a) help
them develop the relationships within subtraction and addition combinations and (b) elicit counting
on for addition, and counting up for subtraction and unknown-addend situations. Teachers should
also encourage students to share the strategies they develop in class discussions. Students can develop
and refine strategies as they hear other students' descriptions of their thinking about number
combinations (NCTM, 2012).

Fluency: Procedural fluency is defined as skill in carrying out procedures flexibly, accurately,
efficiently, and appropriately. Fluent problem solving does not necessarily mean solving problems

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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GSE Further Investigation of Addition and Subtraction • Unit 6
within a certain time limit, though there are reasonable limits on how long computation should take.
Fluency is based on a deep understanding of quantity and number.

Deep Understanding: Teachers teach more than simply “how to get the answer” and instead support
students’ ability to access concepts from a number of perspectives. Therefore, students are able to see
math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual
understanding of foundational mathematics concepts by applying them to new situations, as well as
writing and speaking about their understanding.

Memorization: The rapid recall of arithmetic facts or mathematical procedures. Memorization is

often confused with fluency. Fluency implies a much richer kind of mathematical knowledge and
experience.

Number Sense: Students consider the context of a problem, look at the numbers in a problem, make
a decision about which strategy would be most efficient in each particular problem. Number sense is
not a deep understanding of a single strategy, but rather the ability to think flexibly between a variety
of strategies in context.
Fluent students:
• flexibly use a combination of deep understanding, number sense, and memorization.
• are fluent in the necessary baseline functions in mathematics so that they are able to spend
their thinking and processing time unpacking problems and making meaning from them.
• are able to articulate their reasoning.
• find solutions through a number of different paths.
For more about fluency, see:
http://www.youcubed.org/wpcontent/uploads/2015/03/FluencyWithoutFear-2015.pdf and:
https://bhi61nm2cr3mkdgk1dtaov18-wpengine.netdna-ssl.com/wp-content/uploads/nctm-timed-tests.pdf

For more detailed information about unpacking the content standards, unpacking a task, math
routines and rituals, maintenance activities and more, please refer to the Grade Level Overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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GSE Further Investigation of Addition and Subtraction • Unit 6
Number Sense Trajectory –Putting It All Together
Subitizing Comparison Counting One-to-One Cardinality Hierarchical Inclusion Number
Being able to Being able to Rote procedure of Correspondence Tells how many things Numbers are nested inside of Conservation
Trajectory

visually compare counting. The Students can are in a set. When each other and that the The number of
recognize a quantities by meaning attached connect one counting a set of number grows by one each objects remains the
quantity of 5 identifying to counting is number with one objects, the last word count. 9 is inside 10 or 10 is same when they are
or less. which has more developed through object and then in the counting the same as 9 + 1. rearranged spatially.
and which has one-to-one count them with sequence names the 5 is 4&1 OR 3&2.
less. correspondence. understanding. quantity for that set.

Each concept builds on the previous idea and students should explore and construct concepts in such a sequence

Spatial Relationship One and Two-More or Less Understanding Anchors Part-Part-Whole

Patterned Set Recognition Students need to understand the relationship of number as it Students need to see the Relationship
Relationships

Students can learn to recognize relates to +/- one or two. Here students should begin to see that relationship between Students begin to
Number

sets of objects in patterned 5 is 1 more than 4 and that it is also 2 less than 7. numbers and how they conceptualize a
arrangements and tell how relate to 5s and 10s. 3 is number as being
many without counting. 2 away from 5 and 7 made up from two
away from 10. or more parts.

Addition and Subtraction Strategies

One/Two More/Less Make a Ten Near Doubles
These facts are a direct Use a quantity from one Using the doubles
application of the One/Two addend to give to another anchor and
More/ Less than relationships to make a ten then add the combining it with 1
remainder.9 + 7 = 10 + 6 and 2 more/less.
Facts with Zero Doubles
Need to be introduced so that Many times, students will
students don’t overgeneralize use doubles as an anchor
that answers to addition are when adding and
always greater. subtracting.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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GSE Further Investigation of Addition and Subtraction • Unit 6
STANDARDS FOR MATHEMATICAL PRACTICE

The standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in mathematics education. The
statements provided offer a few examples of connections between the Standards for
Mathematical Practice and the Content Standards of the unit. The list is not exhaustive and will
hopefully prompt further reflection and discussion.

Students are expected to:

1. Make sense of problems and persevere in solving them. Students are able to compose and
decompose numbers while solving problems involving addition and subtraction.
2. Reason abstractly and quantitatively. Students begin to draw pictures, manipulate objects,
use diagrams or charts, etc. to express quantitative ideas such as a joining situation or
separating situations.
3. Construct viable arguments and critique the reasoning of others. Students begin to
clearly explain their thinking using mathematical language when composing and decomposing
numbers. (Verbal and/or Written)
4. Model with mathematics. Students will begin to apply their mathematical thinking to real-
world situations when given an addition or subtraction word problem.
5. Use appropriate tools strategically. Students will use manipulatives such as counting bears,
cube and number lines to model addition and subtractions problems.
6. Attend to precision. Students attend to the language of real-world situations to make sense
of addition and subtraction problems.
7. Look for and make use of structure. Students begin to look for patterns and structure in the
number system while exploring part-whole relationships using manipulatives.
8. Look for and express regularity in repeated reasoning. Students begin to recognize and
use multiple strategies when combining and decomposing sets of numbers.

(For descriptors of standard cluster please see the Grade Level Overview)
***Mathematical Practices 1 and 6 should be evident in EVERY lesson***

STANDARDS FOR MATHEMATICAL CONTENT

Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (Drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

Problem Types
Result Unknown Change Unknown Start Unknown
Two bunnies sat on Two bunnies were sitting Some bunnies were
the grass. Three more on the grass. Some more sitting on the grass.
bunnies hopped there. bunnies hopped there. Three more bunnies
How many bunnies are Then there were five hopped there. Then
Join/Combine on the grass now? bunnies. How many there were five bunnies.
2+3=? bunnies hopped over to How many bunnies
the first two? were on the grass
2+?=5 before?
?+3=5
Five apples were on Five apples were on the Some apples were on
the table. I ate two table. I ate some apples. the table. I ate two
apples. How many Then there were three apples. Then there were
Separate/
apples are on the table apples. How many three apples. How many
Decompose
now? 5 – 2 = ? apples did I eat? apples were on the table
5–?=3 before?
?–2=3
Total Unknown Addend Unknown Both Addends
Unknown1
Three red apples and Five apples are on the Grandma has five
two green apples are table. Three are red and flowers. How many can
on the table. How the rest are green. How she put in her red vase
Put Together/ many apples are on the many apples are green? and how many in her
Take Apart2 table? 3 + ? = 5, 5 – 3 = ? blue vase?
3+2=? 5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2
Difference Unknown Greater Unknown Less Unknown
(“How many more?” (Version with “more”): (Version with
version): Julie has three more “more”):
Lucy has two apples. apples than Lucy. Lucy Julie has three more
Compare3
Julie has five apples. has two apples. How apples than Lucy. Julie
How many more many apples does Julie has five apples. How
have?
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
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 Georgia Department of Education
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GSE Further Investigation of Addition and Subtraction • Unit 6
apples does Julie have (Version with “fewer”): many apples does Lucy
than Lucy? Lucy has 3 fewer apples have?
(“How many fewer?” than Julie. Lucy has two (Version with
version): apples. How many “fewer”):
Lucy has two apples. apples does Julie have? Lucy has 3 fewer apples
Julie has five apples. 2 + 3 = ?, 3 + 2 = ? than Julie. Julie has five
How many fewer apples. How many
apples does Lucy have apples does Lucy have?
than Julie? 5 – 3 = ?, ? + 3 = 5
2 + ? = 5, 5 – 2 = ?
\6Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32, 33).

BIG IDEAS

• Addition and subtraction problems are placed in four basic categories: Joining problems,
Separating problems, Part-Part Whole problems, and Comparing problems.
• A joining problem involves three quantities: the starting amount, the change amount, and
the resulting amount.
• A separating problem involves three quantities; the starting amount, the change amount
(the amount being removed), and the resulting amount; however, the starting amount is
the largest amount with the change amount being removed which leaves the resulting
amount.
• Part-Part-Whole problems involve three quantities: two parts that are combined into one
whole
• Compare problems involve the comparison between two different quantities. The third
quantity does not actually exist but is the difference between the two quantities. When
one quantity is compared to another, the first quantity is either more than, less than, or
equal to the second quantity.
• Problems can be solved in different ways.
• Problems can be modeled using objects, pictures, and words.
• Various combinations of numbers can be used to represent the same quantity.
(See table on previous page for examples)

ESSENTIAL QUESTIONS

• Can patterns be found in numbers?

• Can you describe the patterns you find?
• How are the number patterns the same or different?
• What is a pattern and where can you find patterns?
• Does the order of addends change the sum?
• How can I prove that groups are equal?
• How can I find the total when I put two quantities together?
• How can I find what is left over when I take one quantity away from another?
• How can I solve and represent problems using objects, pictures, words and numbers?
• How can I use different combinations of numbers to represent the same quantity?
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
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GSE Further Investigation of Addition and Subtraction • Unit 6
• How can strategies help us solve problems?
• How can you model a math problem with objects or pictures?
• How do you know when your answer makes sense?
• What happens when I decompose a quantity?
• What happens when I join quantities together?
• What happens when some objects are taken away from a set of objects?
• What is a number relationship? How can they help me?
• What is a strategy?
• What is the difference between addition and subtraction?
• Why do we use mathematical symbols?
• Why is it important that I can build the number combinations for the number 5? 10?

CONCEPTS/SKILLS TO MAINTAIN

Although many students may have attended pre-school prior to entering kindergarten, this is the
first year of school for some students. For that reason, no concepts/skills to maintain will be
listed at this time. It is expected that teachers will differentiate to accommodate those students
that may enter kindergarten with prior knowledge.

STRATEGIES FOR TEACHING AND LEARNING

Provide contextual situations for addition and subtraction that relate to the everyday lives of
kindergarteners. A variety of situations can be found in children’s literature books. Students then
model the addition and subtraction using a variety of representations such as drawings, sounds,
acting out situations, verbal explanations and numerical expressions. Manipulatives, like two-
color counters, clothespins on hangers, connecting cubes, and stickers can also be used for
modeling these operations. Kindergarten students should see addition and subtraction equations
written by the teacher. Although students might have a difficult time at first, teachers should
encourage them to try writing the equations. Students’ writing of equations in Kindergarten is
encouraged, but it is not required.

Create written addition or subtraction problems with sums and differences less than or equal to
10 using the numbers 0 to 10. It is important to use a problem context that is relevant to
kindergarteners. After the teacher reads the problem, students choose their own method to model
the problem and find a solution. Students discuss their solution strategies while the teacher
represents the situation with an equation written under the problem. The equation should be
written by listing the numbers and symbols for the unknown quantities in the order that follows
the meaning of the situation. The teacher and students should use the words equal and is the
same as interchangeably.

Have students decompose numbers less than or equal to 5 during a variety of experiences to
promote their fluency with sums and differences less than or equal to 5 that result from using the
numbers 0 to 5. For example, ask students to use different models to decompose 5 and record
their work with drawings or equations. Next, have students decompose 6, 7, 8, 9, and 10 in a
similar fashion. As they come to understand the role and meaning of arithmetic operations in
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
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GSE Further Investigation of Addition and Subtraction • Unit 6
number systems, students gain computational fluency, using efficient and accurate methods for
computing.

The teacher can use scaffolding to teach students who show a need for more help with counting.
For instance, ask students to build a tower of 5 using 2 green and 3 blue linking cubes while you
discuss composing and decomposing 5. Have them identify and compare other ways to make a
tower of 5. Repeat the activity for towers of 6 through 10. Help students use counting as they
explore ways to compose 6 through 10.

SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive
list and should not be taught in isolation. However, due to evidence of frequent difficulty and
misunderstanding associated with these concepts, instructors should pay particular attention to
them and how their students are able to explain and apply them.

The terms below are for teacher reference only and are not to be memorized by students.
Teachers should first present these concepts to students with models and real-life examples.
Students should understand the concepts involved and be able to recognize and/or use them with
words, models, pictures, or numbers.

• addends
• addition
• combinations
• combine
• compare
• compose
• decompose
• difference
• equal
• number relationships
• numeric pattern
• quantity
• separate
• strategies
• subtraction
• sum
• symbols

Mathematics Glossary

COMMON MISCONCEPTIONS

Students may over-generalize the vocabulary in word problems and think that certain words
indicate solution strategies that must be used to find an answer. They might think that the word
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
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GSE Further Investigation of Addition and Subtraction • Unit 6
more always means to add, and the words take away or left always mean to subtract. When
students use the words take away to refer to subtraction and its symbol, teachers need to repeat
students’ ideas using the words minus, subtract, or find the difference between. For example,
students use addition to solve this Take From/Start Unknown problem: Seth took the 8 stickers
he no longer wanted and gave them to Anna. Now Seth has 11 stickers left. How many stickers
did Seth have to begin with?

If students progress from working with manipulatives to writing numerical expressions and
equations, they skip using pictorial thinking. Students will then be more likely to use finger
counting and rote memorization for work with addition and subtraction. Counting forward
builds to the concept of addition while counting back leads to the concept of subtraction.
However, counting is an inefficient strategy. Teachers need to provide instructional
experiences so that students progress from the concrete level, to the pictorial level, then to
the abstract level when learning mathematics.

TASKS
The following tasks represent the level of depth, rigor, and complexity expected of all
Kindergarteners. These tasks or a task of similar depth and rigor should be used to demonstrate
evidence of learning.
TASK DESCRIPTIONS
Scaffolding Task Tasks that build up to the learning task.
Constructing Task Constructing understanding through deep/rich contextualized
problem-solving tasks.
Practice Task Tasks that provide students opportunities to practice skills and
concepts.
Culminating Task Designed to require students to use several concepts learned during
the unit to answer a new or unique situation. Allows students to give
evidence of their own understanding toward the mastery of the
standard and requires them to extend their chain of mathematical
reasoning.
Formative Lessons that support teachers in formative assessment which both
Assessment Lesson reveal and develop students’ understanding of key mathematical
(FAL) ideas and applications. These lessons enable teachers and students to
monitor in more detail their progress towards the targets of the
standards.
3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3
distinct parts: an engaging and perplexing Act One, an information
and solution seeking Act Two, and a solution discussion and solution
revealing Act Three. More information along with guidelines for 3-
Act Tasks may be found in the Guide to Three-Act Tasks on
georgiastandards.org.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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GSE Further Investigation of Addition and Subtraction • Unit 6
Standards Task Type/
Task Name Content Addressed Brief Description
Grouping Strategy
MGSEK.OA.1-5 Addition and Students make different
3-Act Task
Balancing Act subtraction through combinations to build
Whole Group
word problems the same quantity
MGSEK.OA.1-5 Constructing Task Addition and Students use addition
Ten Flashing
Individual, Whole and subtraction through and subtraction while
Fireflies
Small Group word problems solving a story problem.
MGSEK.OA.1-5 Practice Task Students play a card
Got Your Number relationships
Individual or small game to build
Number? to 10
Group combinations to 10.
MGSEK.OA.1-5 Scaffolding Task Modeling number Students build different
By The Riverside Individual, Whole or combinations through combinations for the
Small Group problem solving same sum.
MGSEK.OA.1-5 Number combinations Students use number
Capturing Bears Practice Task to 5 and 10 and combinations of 5 and
(5/10) Partners development of 8 10 to play a game.
SMPs
MGSEK.OA.1-5 Scaffolding Task Number combinations Students build number
Fishing Tale Individual, Whole or to 5 through problem combinations to five
Small Group solving through story problems
MGSEK.OA.1-5 Constructing Task Students show different
Number relationships
Moving Day Individual, Whole and combinations to 10
to 10
Small Group
MGSEK.OA.1-5 Making Students come up with
Constructing Task
How Many Ways generalizations in different combinations
Individual, Whole and
to get to 10? number relationships to build 10
Small Group
to 10
MGSEK.OA.1-5 Modeling number Students model different
Practice Task
A Day at the combinations to 10 ways to make
Individual, Whole or
Beach through problem combinations up to 10.
Small Group
solving

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
MGSEK.CC.6-7 Students complete this
Using strategies to
MGSEK.OA.1 activity to make
determine if one group
connections within the
Greater Than, is greater than, less
content of the lesson
Less Than, Equal than or equal to in the
FAL and make comparisons
To in Range up to range up to 10 (using
between numbers
10 pictures, symbols,
presented as pictures,
objects, and/or
symbols, objects, and
numerals).
numerals
MGSEK.OA.1-5 Modeling number Students complete this
combinations to 10 activity to show their
Snail in the Well FAL
through problem knowledge of modeling
solving combinations up to 10.
MGSEK.OA.1-5 Development with the Students manipulate the
Constructing Task
understanding of different quantities to
At the Mechanic Individual, Whole and
equality and number make the number
Small Group
relationships to 10 sentence true.
MGSEK.OA.1-5 Practice Task Number combinations Students build number
Field Trip for
Individual, Whole or to 5 through problem combinations to 5.
Fives
Small Group solving
MGSEK.OA.1-5 Making Students look for
Constructing Task
generalizations in patterns to solve word
The Magic Pot Individual, Whole and
number relationships problems through 10.
Small Group
to 10
MGSEK.OA.1-5 Students use the
Equally Culminating Task Number combinations knowledge gained to
Balancing Individual, Whole and to 10 through problem find patterns and build
Numbers Small Group solving different number
combinations to 10.

Each task is suggested but not required; teachers should choose the most appropriate tasks based on the needs of their students.
For more information on these tasks in this unit please refer to the unit webinar found at
https://www.georgiastandards.org/Archives/Pages/default.aspx
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
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GSE Further Investigation of Addition and Subtraction • Unit 6

INTERVENTION TABLE

The Intervention Table below provides links to interventions specific to this unit. The interventions support students and teachers in
filling foundational gaps revealed as students work through the unit. All listed interventions are from New Zealand’s Numeracy
Project.

Name of Snapshot of summary or

Cluster of Standards Materials Master
Intervention Student I can statement. . .
Adding and
Solve addition problems to 20 by joining sets and
Subtracting with
counting all the objects
Counters
Solve addition problems to 20 by joining sets and
Fly Flip MM 4-5
counting all the objects
Understand addition as Solve addition problems to 20 by joining sets and
putting together and adding counting all the objects
to, and understand
Both Hands Solve subtraction problems from 20 by separating sets and
subtraction as taking apart
counting all the objects
and taking from
Instantly recognize patterns to 10 including doubles
MGSEK.OA.1
Solve addition problems to 20 by joining sets and
MGSEK.OA.2 Turtles 5 and… MM 5-9
counting all the objects
MGSEK.OA.3
MGSEK.OA.4 Adding and Solve subtraction problems from 20 by separating sets and
MGSEK.OA.5 Subtracting with counting all the objects
One Hand Instantly recognize patters to 5, including finger patterns

Solve subtraction problems from 20 by separating sets and

Teens and Fingers counting all the objects
Recall the facts up to 10, and the teen facts

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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GSE Further Investigation of Addition and Subtraction • Unit 6
3-ACT TASK: Balancing Act Back To Task Table
Adapted from: http://gfletchy3act.wordpress.com/lil-sister/

APPROXIMATE TIME: 1-2 days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them. Students are able to compose and
decompose numbers while solving problems involving addition and subtraction.
2. Reason abstractly and quantitatively. Students begin to draw pictures, manipulate objects,
use diagrams or charts, etc. to express quantitative ideas such as a joining situation or
separating situations.
3. Construct viable arguments and critique the reasoning of others. Students begin to
clearly explain their thinking using mathematical language when composing and
decomposing numbers. (Verbal and/or Written)
4. Model with mathematics. Students will begin to apply their mathematical thinking to real-
world situations when given an addition or subtraction word problem.
5. Use appropriate tools strategically. Students will use manipulatives such as counting bears,
cubes and number lines to model addition and subtractions problems.
6. Attend to precision. Students attend to the language of real-world situations to make sense
of addition and subtraction problems.
7. Look for and make use of structure. Students begin to look for patterns and structure in the
number system while exploring part-whole relationships using manipulatives.
8. Look for and express regularity in repeated reasoning. Students begin to recognize and
use multiple strategies when combining and decomposing sets of numbers.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 15 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
BACKGROUND KNOWLEDGE

This task follows the 3-Act Math Task format originally developed by Dan Meyer. More
information on this type of task may be found at http://blog.mrmeyer.com/category/3acts/. A
Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging
and perplexing Act One, an information and solution seeking Act Two, and a solution discussion
and solution revealing Act Three. More information along with guidelines for 3-Act Tasks may
be found in the Guide to Three-Act Tasks on georgiastandards.org.

Numbers are related to each other through a variety of number relationships. The number 7, for
example, is 3 more than 4, two less than 9, composed of 3 and 4 as well as 2 and 5, is three away
from 10, and can be quickly recognized in several patterned arrangements of dots. These ideas
further extend to an understanding of 17, 99, and beyond. Number concepts are intimately tied
to the world around us. Application of number relationships to the real world marks the
beginning of making sense of the world in a mathematical manner (Van de Walle, 2010).

ESSENTIAL QUESTIONS

In order to maintain a student-inquiry-based approach to this task, it may be beneficial to wait

until Act 2 to share the EQ’s with your students. By doing this, students will be allowed the
opportunity to be very creative with their thinking in Act 1. By sharing the EQ’s in Act 2, you
will be able to narrow the focus of inquiry so that the outcome results in student learning directly
related to the content standards aligned with this task.

• How can I prove that groups are equal?

• How can I use different combinations of numbers to represent the same quantity?
• What does equal mean?

MATERIALS

• Act 1 video http://gfletchy3act.wordpress.com/equally-balancing-numbers/

• Act 2 information http://gfletchy3act.wordpress.com/equally-balancing-numbers/
• Act 3 videos http://gfletchy3act.wordpress.com/equally-balancing-numbers/
• Math Journals
• Pattern blocks

GROUPING

Individual/Partner Task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION (All SMP’s apply!)

In this task, students will view the video and tell what they noticed. Next, they will be asked to
discuss what they wonder about or are curious about. These questions will be recorded on a
class chart or on the board. Students will then use mathematics to answer their own questions.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 16 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Students will be given information to solve the problem based on need. When they realize they
don’t have the information they need, and ask for it, it will be given to them.
Task Directions

Act 1 – Whole Group - Pose the conflict and introduce students to the scenario by showing Act
I video. (Dan Meyer http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/)
“Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as
possible.”

• Show Act 1 video to students. http://gfletchy3act.wordpress.com/equally-balancing-

numbers/
• Ask students what they noticed in the video, what they wonder about, and what questions
they have about what they saw in the video. Consider doing a think-pair-share so that
students have an opportunity to talk with each other before sharing questions with the
whole group. Students may need to see the video several times.
• Share and record students’ questions. The teacher may need to guide students so that the
questions generated are math-related.
• Ask students to estimate answers to their questions (think-pair-share). For the question
“How many pattern blocks will balance the scale?” students write down an estimate in
their journals, then write down two more estimates – one that is too low and one that is
too high. Allow students to identify their estimates on a number line. This is an
excellent time to informally assess a student’s understanding of quantity sizes, in addition
to practicing writing numbers. Next, students discuss the questions and determine the
information they need.

Anticipated questions students may ask and wish to answer:

• How many pattern blocks will be needed to balance the scale?

• What pattern blocks are available to make the balance equal?

Act 2 – Student Exploration - Provide additional information as students work toward solutions
to their questions. (Dan Meyer http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/)
“The protagonist/student overcomes obstacles, looks for resources, and develops new tools.”

• During Act 2, students determine the main question(s) from Act 1 and decide on the
facts, tools, and other information needed to answer the question(s). When students
decide what they need to solve the problem, they should ask for those things. It is pivotal
to the problem-solving process that students decide what is needed without being given
the information up front. Some groups might need scaffolds to guide them. The teacher
should question groups who seem to be moving in the wrong direction or might not know
where to begin. The information provided in the picture below should be given to the
students during the second act. http://gfletchy3act.wordpress.com/equally-balancing-
numbers/

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 17 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Questioning is an effective strategy that can be used, with questions such as:
• What is the problem you are trying to solve?
• What do you think affects the situation?
• Can you explain what you’ve done so far?
• What strategies are you using?
• What assumptions are you making?
• What tools or models may help you?
• Why is that true?
• Does that make sense?

Act 3 – Whole Group – Share solutions and strategies.

• Students are to present their solutions and strategies and compare them.
• Reveal the solution in Act 3 videos. http://gfletchy3act.wordpress.com/equally-balancing-
numbers/
• Lead discussion to compare these, asking questions such as:
o How reasonable was your estimate?
o Which strategy was most efficient?
o Can you think of another method that might have worked?
o What might you do differently next time?

FORMATIVE ASSESSMENT QUESTIONS

● What models did you create?

● What organizational strategies did you use?
● What does your model (do your models) represent?

DIFFERENTIATION

Extension
Allow students to create their own balance puzzles with the sides having a value greater than ten.

Intervention
Allow students to use pattern blocks to build hexagons to see the different relationships between
the blocks. For example: 6 triangles or 3 rhombuses make a hexagon.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 18 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

CONSTRUCTING TASK: Ten Flashing Fireflies Back To Task Table

Approximately 2-3 Days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

As you tell the addition or subtraction stories, have children act out the stories using a variety of
manipulatives to represent the fireflies. Once children are comfortable acting out the stories and
demonstrate proficiency with acting them out, model for students how to record matching
number sentences. Be sure to refer to the plus sign as “and”, the equal sign to “is the same as”,
and the subtraction sign as “minus”. Students should understand the meaning of the symbols and
how the symbols connect to the stories.

As you create word problems for your students, base them on people, animals, or objects that
you are discussing in other content areas or that the students can connect with for other reasons.
Learning is tied to emotion and if students can connect with the problem, they are more likely to
be engaged and therefore, learn through their experience.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 19 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
For more information about common misconceptions please refer to the unit overview.

ESSENTIAL QUESTIONS

• What happens when I decompose a quantity?

• What happens when I join quantities together?

MATERIALS

• Ten Flashing Fireflies, by Philemon Sturges or similar book

• “Ten Flashing Fireflies” work mat
• “Ten Flashing Fireflies” recording sheet
• Flashlights
• 10 centimeter cubes

GROUPING

Whole, Individual and/or Small group

TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION

Comments
This task can be completed over a period of two to three days. The counting book, Ten Flashing
Fireflies, by Philemon Sturges, or a similar book, will set the stage for establishing the concept
of number combinations. Each page of the story will introduce a different combination of 10.

Part I
Read the story to the students and have students act it out. Set the scene by dimming the lights
and providing flashlights. Select 10 students and give each student a flashlight to shine on the
wall to represent fireflies. Designate a spot on the wall as “the jar” and the rest of the wall is
“the night sky”. As students model the story with flashlights, have them share the strategy they
are using. As you read the story, have students take turns modeling the bugs with the flashlights.
(SMP1-8)

Part II
After modeling the story with flashlights, gather students to a meeting area and ensure each
student has (10) centimeter cubes and the Ten Flashing Fireflies work mat. During this solve
and share session it is important that students respect each other’s think time. Choosing
problems from the Ten Flashing Fireflies problems type chart, ask students to solve and model
the problem using their work mat.
(SMP1-8)

Comment: The problem types provided incorporate numbers to 10. Using a different total
number of “fireflies” (or cubes) for each problem will increase the problem-solving strategies
that are required of students. This task can be modified to match part-part-whole for just the
number 10 for students to work with specific number relationships.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 20 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Part III
Distribute 10 centimeter cubes (or other counting objects) to represent fireflies and Ten Flashing
Fireflies work mat to each student or small group of students. Begin by reading the first couple
of pages of Ten Flashing Fireflies, by Philemon Sturges, or similar book to the class. As the
story begins, pause at each page and allow students to represent the action using the cubes on the
work mat. Allow students the opportunity to discuss the strategies they are using to solve the
problems on the first couple of pages.

After students have discovered two possible combinations of fireflies in the jar and night sky,
present students the Ten Flashing Fireflies task sheet: There are 10 fireflies flying around. How
many fireflies could be in the jar, and how many could be in the night sky? Find all of the
possible combination of fireflies that could be in the jar or in the night sky. Record and explain
your thinking using a table. Have students work through the task that identifies how many
fireflies could be in the jar or in the night sky. Once students have completed the task, finish
reading Ten Flashing Fireflies so that students can verify their combinations and share the
strategies they used to solve the task.
(SMP1-8)

Have students discuss what was easy and what was difficult for them during today’s problem
solving.

TEACHER REFLECTION QUESTIONS

• What counting strategies are students using as they separate (or add) information?
• Can students separate objects from a greater set of objects?
• Are students able to explain what happens when some objects are removed from a set of
objects? Added to a set of objects?
• Can students explain how to find out what is left when one quantity is removed from
another?
• Can students explain patterns as the story develops?

FORMATIVE ASSESSMENT QUESTIONS

• What strategy did you use?

• Did you think of the words “more” or ‘less”? How?
• Is there another way you could have solved the problem?
• Were there more fireflies in the jar or night sky?
• What would you have to do to make the night sky and jar equal?

DIFFERENTIATION

Extension
• As students develop proficiency with solving each type of addition and subtraction
structure, have them write their own problems for others to solve.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 21 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
• Exploring number relationships to 20 can also be used to extend this task. The same
concept can be used, but students would model part-whole problems using 20 counting
objects.

Intervention
• Allow students to work with numbers less than 5 so that they can practice using efficient
strategies to solve the problems. Counting strategies are efficient at this stage, but will
become inefficient and distracting as numbers get greater. As students begin to
understand the relationships among numbers, they will begin learning number facts at a
recall level (Carpenter et al. 1999).

Back To Intervention Table

TECHNOLOGY

Five Frame: Four games involving a five-frame are included in this interactive. Students
determine how many, build, fill, and add on a five-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Five-Frame/

Ten Frame: Four games involving a ten-frame are included in this interactive. Students
determine how many, build, fill, and add on a ten-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Ten-Frame/

How many under the shell?: Okta the octopus hides some bubbles under a shell, then adds (or
takes away) some more. Students have to determine how many bubbles are under the shell.
Students have a choice for addition or subtraction or both as well as a choice for a number of
bubbles with which to start the game. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/How-Many-Under-the-Shell/

Early Math: Bugabaloo Shoes Addition: Students add two sets of numbers to find the sum.
http://www.sheppardsoftware.com/mathgames/earlymath/bugabalooShoes.htm

Math Games: Fruit Shoot Addition: Students add two numbers together and then choose the
correct sum.
http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 22 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Ten Flashing Fireflies

There are 10 fireflies flying around. How many fireflies could be in the jar, and
how many could be in the night sky? Find all of the possible combinations of
fireflies that could be in the jar or in the night sky. Record and explain your thinking using a
table.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 23 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Ten Flashing Fireflies

In the Night Sky

In the jar

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 24 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Ten Flashing Fireflies Solve and Share Problems

3 Fireflies were in the In the jar, there were 5 There were some
jar. 6 more fireflies fireflies. Some more fireflies in the jar. 4
flew into the jar. How fireflies flew into the more flew into the jar.
many fireflies are now jar. There are now 8 There are now 7
in the jar? fireflies in the jar. fireflies in the jar.
Join/Combine
How many fireflies How many fireflies
flew into the jar? were in the jar to
3+6=? start?
5+?=8
?+4=7
There were 9 fireflies in There were 6 fireflies There were some
the jar. 3 fireflies got in the jar. Some fireflies in the jar. 7
out of the jar. How fireflies flew out of the fireflies flew out of
many fireflies were left jar. There were 2 the jar. There were 2
Separate/
in the jar? fireflies left in the jar. fireflies left in the jar.
Decompose
How many fireflies How many fireflies
9–3=? flew out of the jar? were in the jar at the
6-?=2 start?
?–7=2
Total Unknown Addend Unknown Both Addends
Unknown1
4 fireflies were in the There were 9 fireflies. There were 3 fireflies.
jar and 4 fireflies were 3 were in the jar and How many were in
in the night sky. How the rest were in the the jar and how many
Put Together / Take many fireflies were night sky. How many were in the night sky?
Apart2 there? fireflies were in the
night sky? 3 = 0 + 3, 3 = 3 + 0
4+4 =? 3 = 1 + 2, 3 = 2+ 1
9–3=?

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 25 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Difference Unknown Greater Unknown Lesser Unknown
(“How many more?” (Version with (Version with
version): “more”): “more”):
5 fireflies were in the There were 6 fireflies The jar had 8 fireflies.
jar. The night sky had in the jar. The night The jar had 7 more
3. How many more sky had 2 more fireflies than the night
fireflies were in the jar? fireflies than the jar. sky. How many
(“How many fewer?” How many fireflies fireflies were in the
version): were in the night sky? night sky?
Compare3 9 fireflies were in the (Version with (Version with
night sky. 3 fireflies “fewer”): “fewer”):
were in the jar. How There were 6 fireflies The jar had 8 fireflies.
many fewer fireflies are in the jar. The night The jar had 2 fewer
in the jar? sky had 3 fewer fireflies than the night
fireflies than the jar. sky. How many
How many fireflies fireflies were in the
were in the night sky? night sky?

The tasks in this chart provide a variety of word problems using addition and subtraction for
students to explore. It is not necessary for students to be able to solve ALL problem types in
order to meet the standard for solving word problems using objects or drawings
(MGSEK.OA.2).

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 26 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

PRACTICE TASK: Got Your Number? Back To Task Table

Approximately 1-2 days (Adapted from www.insidemathematics.org)

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Students in Kindergarten need to be provided a lot of time to explore number combinations to 5

and 10. Encourage discussions and exploration of “easy ways” to think about adding two single
digit numbers. Some students will assume that number combinations less than 10 are always
closer to 10 than numbers greater than 10. This is not the case, and students need to come to the
realization that 12 is closer to 10 than the number 7 is.
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 27 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• What is the difference between addition and subtraction?

MATERIALS

• A deck of playing cards (1-9 only and Ace=1)

• Got Your Number Task Sheet

GROUPING

Individual and/or small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Tell the students that the teachers were playing this game at lunch and you have decided to share
it with the students. Start with a deck of 36 cards including only the numbers 1 through 9. After
mixing up the cards, put them into a pile. The rules are:
• Deal 3 number cards to each player.
• Using any two cards, pick two numbers that add to a number near 10.
• Using the Got Your Number task sheet write a number sentence with your two cards and
the total that is near 10 (direct students not to go over 10).
• To find your score, find the difference between your total and 10.
• For example, you picked the cards 6, 3, 2, so 6 +3 =9. So, your total is 9. To find your
score, find the difference between 10 and 9. 10 – 9 = 1.
• The player who has the lowest number for each round will circle their score.
• Shuffle the cards and play another round.
• After eight rounds, students will count how many circles they have. The player with the
most circles (lowest scores) wins. (SMP1-8)

TEACHER REFLECTION QUESTIONS

• Are students able to identify how far from 10 their total is?
• Are students able to write a math sentence to represent the total from their two cards?
• What strategies do the students use to determine how close their combination is to 10?

FORMATIVE ASSESSMENT QUESTIONS

• What strategy can you use to make a ten?

• What are the possible number sentences you can make by combining 2 cards?
• How are you identifying which combination is closer to 10?

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 28 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
DIFFERENTIATION

Extension
• Students can play with 5 cards and pick the 3 cards that make the closest total to 20.
(Example: if a student picked the numbers 4, 6, 7, 1, 6 from the pile and added 6 + 6 + 7
= 19, their score would be 1, because 20-19=1)

Intervention
• Have the students play game using cards with numbers 1 – 4 instead of 1-9. Students will try to
make 5 instead of making 10. Students can also use the cards from Number, Pictures, Words
from Unit 5 or mini ten-frame cards that can be found in the Van de Walle blackline masters.
• Allow students to use a 5-frame, 10-frame, or double 10-frame to model the addition.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 29 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Got Your Number? Name:____________________

How far away

Write or draw a number sentence
from 10?

Total

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 30 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

SCAFFOLDING TASK: By the Riverside Back To Task Table

Approximately 1-2 Days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Students need to develop an understanding of part-whole relationships as they recognize that a set
of objects (5) can be broken into lesser sub-sets (3 and 2) and still remain the total amount (5). In
addition, this objective asks students to realize that a set of objects (5) can be broken in multiple
ways (3 and 2; 4 and 1, 5 and 0). Thus, when breaking apart a set (decomposing), students use the
understanding that a lesser set of objects exists within that greater set (inclusion).

Commutative property might be identified during this task. Have students discuss whether or not
to include commutative properties as possible combinations. There is no right or wrong answer
as long as students can construct viable arguments and explain why their combination of eyes,

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 31 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
legs and tails is correct. In addition, students must be willing to analyze and critique the
reasoning of others.
For more information about common misconceptions please refer to the unit overview.

ESSENTIAL QUESTIONS

• How can I solve and represent problems using objects, pictures, words and numbers?
• How can strategies help us solve problems?

MATERIALS

• By the Riverside Recording sheet (optional)

• Accessible manipulatives

GROUPING

Whole, individual and/or small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

It is useful to think of problem-based lessons as consisting of three main parts: before, during,
and after. If you allot time for each part, it is quite easy to devote a full period to one seemingly
simple problem. (Van de Walle p.15-19)
The Before Phase: get students mentally prepared for the task, be sure the task is
understood, and be certain that you have clearly established expectations beyond simply getting
an answer.
The During Phase: the first and most important thing here is let go and observe! Give
students a chance to work without your guidance. Give them an opportunity to use their ideas
and not simply follow directions. Your second task is to listen. Find out how different children
or groups are thinking, what ideas they are using, and how they are approaching the problem. In
this phase, hints may be provided but not solutions. Students should be encouraged to test ideas.
The After Phase: this is often where some of the best learning takes place. During the
after phase, students share emerging ideas and the community of class learners is developed.
This will not develop quickly or easily and will be developed over time.
(For a more detailed description of the three-phase problem-based learning model, see
Van de Walle Teaching Student-Centered Mathematics K-3 pp 15-19)

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Begin by discussing water and where water can be found. Have the students share experiences
of their trips to a place with water. As students share experiences, have them include any
animals they might see while on the trip. Set the scene by explaining to students about a time
you went hiking to a river and have them explore the possible animal combinations you may
have seen. (SMP1-8)

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 32 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
By the riverside, a hiker saw 4 eyes and more than 7 legs. What animals could the hiker
have possibly seen by the riverside?

Comment: Because this task has eyes AND legs, students need to be more organized with their
thinking than with the Young Farmer McDonald task in a previous unit. When students are
creating animal combinations allow them to be as creative as possible, as long as they can justify
their answer. (Example: a student could see 2 eyes, 1 tail and no legs if they saw a fish)

In closing, after students have explored the possible combinations and shared with classmates,
ask them what the most legs the hikers could have seen might be? Have them explain their
thinking.

TEACHER REFLECTION QUESTIONS

• What strategies did the students use to produce their combinations?

• Were students able to verbalize how they solved the problem using precise math
vocabulary?
• Did students notice any patterns while solving the problem?

FORMATIVE ASSESSMENT QUESTIONS

• What strategy did you use?

• What is the greatest amount of animals the hiker could have seen?
• What is the least amount of animals the hiker could have seen?
• Could there be (1, 3, 5, 7, 9) legs seen during the hike?

DIFFERENTIATION

Extension
• Have students create a specific combination of animals by the riverside and play Guess
What’s by the River.
o Example: The combination of animals by the riverside is one deer and a duck so I
would tell my partner “I saw 6 legs and 4 eyes by the riverside. What did I see?”
o Example: The combination of animals by the riverside is three deer and two
ducks so I would tell my partner “There were 16 legs and 10 eyes by the riverside.
What did I see?” As students work through the extension ask them if they notice
any patterns.

Intervention
• Print out pictures of forest animals or use animal figurines to manipulate while trying to
find out the correct combination of forest animals. You could also give students a
specific number of animals seen on the hike which would limit the possible
combinations.
Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 33 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
TECHNOLOGY

Number Balance: Students use a virtual number balance to solve addition problems.
http://mathszone.net/mw/number/NumberBalance/index.html

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 34 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

By The Riverside
By the riverside, a hiker saw 4 eyes and more than 7 legs.
What animals could the hiker have possibly seen by the riverside?

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 35 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

PRACTICE TASK: Capturing Bears To 5&10 Back To Task Table

Time Frame: One day. However, it is strongly recommended that this activity be incorporated into center
activities.

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation. (drawings need
not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Many games or other repeatable activities may not look like problems, but can be, nonetheless, problem-based.
The determining factor is this: does this activity cause students to reflect about new or developing mathematical
relationships? The following activity causes students to wrestle with the emerging idea of “what if”. A
discussion with students who have been working with this game is just as important as the game itself. These
discussions usually take place in small groups. You might sit down with a specific group to discuss what
they’ve been doing, what strategies they’ve discovered or how they have approached the game in general. Try
to identify the reasons behind what they are doing. These discussions can also take place during a whole group
discussion so that the class can learn from the most effective strategies. Students could journal as part of the
closing to discuss their experience and how they think they played. Did they use a good strategy to play the
game? (metacognition) (Van De Walle, p.26)
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 36 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• What is a pattern and where can you find patterns?

• What is a strategy?

MATERIALS

Game to 5
• 11 counting bears or counters
• Capturing Bears playing cards (#1 & #2 cards, 7 cards per game)
• Capturing Bears game board

Game to 10
• 21 counting bears or counters
• Capturing Bears playing cards (#1-#6 cards)
• Capturing Bears game board

GROUPING

Partners (2 players)

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I (playing with 5s)

• Place the playing cards face up in a pile, starting with #2 and alternating each card (2-1-2-1-2-1-2) Place
the 11 counting bears in the mountains. Player one picks up the “2” card on the top of the pile and has
the choice to either put 2 bears in their cage (5-frame) or give 2 bears to player two’s cage (5-frame).
(Students want to keep the bears in their cage to be less than 5. If they fill their cage (5 frame), the bears
have to be taken to the zoo and are out of the game. Students may want to keep all their bears at first, but
then will understand that they will lose them once they reach 5 bears in a cage.)
• Player two then takes the next card on the top of the pile (#1 card) and has the choice of putting 1 bear in
their cage or giving it to the other player’s cage.
• Once a player’s cage (5-frame) is full, all the bears in the full cage are cleared from the cage and moved
to the van to be taken to the zoo. The bears in the van ARE NO LONGER IN PLAY!!!
• The pattern continues until all 7 playing cards have been played and all 11 bears are in a cage or the van.
• The player with the most bears remaining in their cage, not the van, after all the cards and bears have
been played, is the winner. (SMP1-8)

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 37 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Part II (playing with 10s)
• Place the playing cards in a pile from #1-#6 with 6 being on the top. Place the 21 counting bears in the
mountains. Player one picks up the #6 card on the top of the pile and has the choice to either put 6
bears in their cage (10-frame) or give 6 bears to player two’s cage (10-frame).
• Player two then takes the next card on the top of the pile (#5 card) and has the choice of putting 5 bears
in their cage or giving it to their player one’s cage.
• Once a player’s cage (10-frame) is full, all the bears in the full cage are cleared from the cage and
moved to the van to be taken to the zoo. The bears in the van ARE NO LONGER IN PLAY!!!
• The pattern continues until all 6 playing cards have been played and all 21 bears are in a cage or the van.
• The player with the most bears in their cage, not the van, after all the cards and bears have been played
is the winner. (SMP 1-8)

Comment: In order to truly understand what strategies are required in this game, teachers are strongly
encouraged to play this game with a colleague while thinking out loud for students to observe. At first this task
may appear as only a counting game, however as students repeatedly engage in the task they begin to recognize
that there is a great deal of strategy embedded within the activity. Students will begin to understand that
whether they take or give bears, they need to continually recalculate how many bears are remaining, how many
bears are still in play and how they can get close to 5 or 10 without reaching it.

Questions to engage students during the activity:

• How many bears do you need to make 5/10?
• Why did you decide to take/receive the bears? Why?
• Now that you know what you are doing this turn, what are you going to do on your next turn? Why?
• If you do give/take this turn, does that affect your next turn? How?

TEACHER REFLECTION QUESTIONS

• Are students able to explain their strategy for keeping or giving away bears?
• Do students notice any patterns that help them play the game more effectively?

FORMATIVE ASSESSMENT QUESTIONS

• Why did you decide to put your bears that way?

• What were you doing while playing the game?
• Did you identify a pattern or strategy?

DIFFERENTIATION

Extension
• Mix the cards up and place them face down in an unknown order. Students will need to remember the
card numbers that have been played and the number cards that are still in play and move accordingly to
ensure that they have the most bears remaining in the 5/10 frame after all bears have been played.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 38 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Intervention
• The intervention in the task is in the game itself. The game demands that students use counting skills
previously acquired in unit 1-4. However, within the game students will come to find that in order to
consistently win they will need to add and subtract bears in advance of giving or receiving them. The
game has repeated computation to calculate the future moves of the game. As an intervention, have
students play in paired teams to discuss whether or not bears should be given or received.

Back To Intervention Table

TECHNOLOGY

Five Frame: Four games involving a five-frame are included in this interactive. Students determine how many,
build, fill, and add on a five-frame. https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Five-
Frame/

Ten Frame: Four games involving a ten-frame are included in this interactive. Students determine how many,
build, fill, and add on a ten-frame. https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-
Frame/

How many under the shell?: Okta the octopus hides some bubbles under a shell, then adds (or takes away) some
more. Students have to determine how many bubbles are under the shell. Students have a choice for addition or
subtraction or both as well as a choice for a number of bubbles with which to start the game.
https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/How-Many-Under-the-Shell/

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 39 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Capturing Bears to 5
Materials:

11 counting bears or counters

Capturing Bears playing cards (#1 & #2 cards, 7 cards per game)
Capturing Bears game board

Objective

To have a greater number of bears in your 5-frame (but less than 5) than your opponent after all 7 cards have
been played.

Directions

1. Place the playing cards face up in a pile starting with #2 and alternating each card (2-1-2-1-2-1-2). Place
the 11 counting bears in the mountains. Player one picks up the #2 card on the top of the pile and has
the choice to either put 2 bears in their cage (5-frame) or give 2 bears to player two’s cage (5-frame).

2. Player two then takes the next card on the top of the pile (#1 card) and has the choice of putting 1 bear in
their cage or giving it to their player one’s cage.

3. Once a player’s cage (5-frame) is full, all the bears in the full cage are cleared from the cage and moved
to the van to be taken to the zoo. The bears in the van ARE NO LONGER IN PLAY!!!

4. The pattern continues until all 7 playing cards have been played and all 11 bears are in a cage or the van.

5. The player with the most bears in their cage after all the cards and bears have been played is the winner.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 40 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Capturing Bears to 5

Zoo Keeper

Player 1 Cage Player 2 Cage

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 41 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Place cards here

in 2-1-2-1-2-1-2 order
Mountains

Mountains

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 42 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

12121212
12121212
12121212

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 43 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Capturing Bears to 10
Materials:

21 counting bears or counters

Capturing bears playing cards (1-6)
Capturing Bears game board

Objective

To have a greater number of bears in your 10-frame than your opponent after all 6 cards have been played.

Directions:

1. Place the playing cards in a pile from 1-6 with 6 being on the top. Place the 21 counting bears in the
mountains. Player one picks up the number 6 card on the top of the pile and has the choice to either put
6 bears in their cage (10-frame) or give 6 bears to player two’s cage (10-frame).

2. Player two then takes the next card on the top of the pile (#5 card) and has the choice of putting 5 bears
in their cage or giving it to their player one’s cage.

3. Once a player’s cage (10-frame) is full, all the bears in the full cage are cleared from the cage and
moved to the van to be taken to the zoo. The bears in the van ARE NO LONGER IN PLAY!!!

4. The pattern continues until all 6 playing cards have been played and all 21 bears are in a cage or the van.

5. The player with the most bears in their cage after all the cards and bears have been played is the winner.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 44 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Capturing Bears to 10

Zoo Keeper

Player 1 Cage Player 2 Cage

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 45 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Place cards here.

#6 is the top card,
counting backwards

Mountains

Mountains

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 46 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 47 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

SCAFFOLDING TASK: A Fishing Tale Back To Task Table

Approximately 2-3 Days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

It is extremely important to have students use story numbers, equations, drawings and models
to represent their work. In the early years, story problems provide an excellent place to begin
this habit. This is especially true before students have developed methods of computation. It is
important to show students that explanations are needed, nearly always using words and
numbers and often pictures as well. There is not a table designed for this task so that students
can continue to plan and organize representations to show their work.
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 48 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• How can I solve and represent problems using objects, pictures, words and numbers?
• How can I use different combinations of numbers to represent the same quantity?

MATERIALS

• 10 connecting cubes (5 red/5 blue)

• Recording sheet

GROUPING

Whole, individual and/or small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Place the 10 connecting cubes in a bag and explain to students that you are pretending the cubes
in the bag are fish and the bag is the lake. Ask for one volunteer to catch 3 fish from the bag.
Ask students for their prediction as to what color fish will be caught. Have the volunteer “fish”
out 3 cubes and ask the students if any of the predictions were accurate. Ask students how to
show the combination of cubes using numbers, pictures, and words. (SMP 1-8)

Part II
Present students with the connecting cubes and the story problem. Strongly encourage students
to use numbers, pictures, and words to explain and represent their thinking. Once students have
solved the problem, they should verify their combinations with another student to justify and
explain their reasoning. (SMP1-8)

Comment: There are 3 different versions of the task that can be presented to students. Each
version of this task increases in complexity because the number of people fishing increases
which expands the possibilities. These story problems can also be used in sequence to scaffold
learning.

Story Problem #1
Tony went fishing for redfish and bluefish. He caught a total of 5 fish. What are the possible
combinations of fish that Tony could have caught? Show your thinking using numbers, pictures,
and words.

Story Problem #2
Andrea and Tony went fishing for redfish and bluefish. Andrea caught some redfish and Tony
caught some bluefish. They caught a total of 5 fish. What are the possible combinations of fish
that Andrea and Tony could each have caught? Show your thinking using numbers, pictures,
and words.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 49 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
TEACHER REFLECTION QUESTIONS

• Are students able to identify their strategy for solving the problems?
• Did students notice any patterns as they worked through the problems?

FORMATIVE ASSESSMENT QUESTIONS

• Are there more ways to decompose the number 5?

• Why did you decide to do it this way?
• Are you sure that you have found them all? Why do you think so?
• Did you develop a strategy to find your answers?
• Did you identify any patterns or rules?

DIFFERENTIATION

Extension
• Story problem: Shandra, Andrea, and Tony all went fishing and they each caught at least
1 fish. They caught a total of 5 fish. They caught 3 different types of fish (yellow tail
tuna, bluefish and redfish). What could each of the 3 people have caught?
• Story problem: Shandra, Andrea, and Tony all went fishing. They caught a total of 5
fish. They caught 3 different types of fish (yellow tail tuna, bluefish and redfish). What
are the possible combinations of fish that Shandra, Andrea, and Tony could have caught?
Show your thinking using numbers, pictures, and words.

Intervention
• As intervention you could have only one person fishing and place 10 counters in a bag (5
of two different colors) and have the student “fish” them out of the bag. After the student
has pulled 5 counters out of the bag, have them record their “catch”. (example: 3 blue
and 2 red, or 1 blue and 4 red). Because the student is determining the different
combination of 5 fish that can be caught, no combination can be repeated, however, this
should be discovered and realized by the student through teacher questioning.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 50 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

A Fishing Tale
Tony went fishing for redfish and bluefish. He caught a total of 5 fish.
What are the possible combinations of fish that Tony could have caught?
Show your thinking using numbers, pictures, and words.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 51 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

A Fishing Tale

Andrea and Tony went fishing for redfish and bluefish. Andrea caught
some redfish and Tony caught some bluefish. They caught a total of 5
fish. What are the possible combinations of fish that Andrea and Tony
could each have caught? Show your thinking using numbers, pictures,
and words.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 52 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

A Fishing Tale (Extension)

Shandra, Andrea, and Tony all went fishing. They caught a total of 5
fish. They caught 3 different types of fish
(yellow tail tuna, bluefish and redfish). What are the possible
combinations of fish that Shandra, Andrea, and Tony could have caught?
Show your thinking using numbers, pictures, and words.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 53 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

CONSTRUCTING TASK: Moving Day Back To Task Table

Approximately 1-2 days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Most part-part whole activities focus on a single number for the entire activity. Thus, a child or
group of children working together might work on the number 7 throughout the activity. Either
child will build the designated quantity in two or more parts, using a wide variety of materials
and formats, or else they start with the full amount and separate it into two or more parts (Van de
Walle, p.48)

For more information about common misconceptions, please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 54 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• How can I find the total when I put two quantities together?

MATERIALS

• Moving Day part-part whole mat

• Centimeter cubes or another counting manipulative (quantity depends on focus number)
• Folder
• Blank white paper
• Colored pencils or crayons

GROUPING

Whole, Individual and/or Small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

This lesson focuses on the number 10, however it could be repeated with every number 1-10.

Part I
Bring students to a meeting area and ask how many of them have moved or changed homes
before. After allowing students to share their experiences, give each student a Moving Day part-
part whole mat. Give each student 10 centimeter cubes. Allow the cubes to represent moving
boxes for this task. Be sure that students are able to make the connection between moving boxes
and the cubes and also the difference between the car and the trailer.

Discuss the following questions and allow time for students to model and explain what they did:
• I was moving 10 boxes. I had 5 boxes in the car and the rest were in the trailer. How
many were in the trailer?
• If I had 3 boxes in the trailer and 7 boxes in the car, how many boxes am I moving?
• I had 4 boxes in the trailer and I was moving 10 boxes in total. How many boxes were in
the car?
• I was moving 10 boxes and none of them fit in the car. How many boxes were in the
trailer?
As students identify how many boxes there are, be sure that they can explain their strategy of
solving the problem (Example: counting up, subtracting from 10, etc…) (SMP1-8)

Part II
In pairs, have one student use the part-whole mat and create a situation that is shielded from the
partner’s view with the folder (example: 2 boxes in the car and 8 boxes in the trailer). The player
then verbally shares part of the mat with the partner and the partner must identify the other part.
(Example: One student says “I have 2 boxes in the car, how many boxes are in the trailer? The
other student then determines how many boxes are in the trailer). If the responding player
identifies the correct amount of boxes, the roles change. (SMP1-8)
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
Richard Woods, State School Superintendent
July 2019  Page 55 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Part III
Give each student a piece of blank white paper and have them create a picture or situation that
can be used as a part-whole mat. Have them create 3 questions to go along with their picture.
They can use any accessible manipulative in the classroom in conjunction with their mat. After
they have created the mat and three word problems, they partner with another student and share
each other’s mat. Each student must try and solve their partner’s word problems using the mat.
(Some mats can be laminated and saved as a center for ongoing practice).(SMP1-8)

TEACHER REFLECTION QUESTIONS

• Did students discover patterns during their work?

• What strategies did students use to solve their problems?

FORMATIVE ASSESSMENT QUESTIONS

• Are there more ways to decompose the number 10?

• Why did you decide to do it this way?
• Are you sure that you have found them all? Why do you think so?
• Did you develop a strategy to find your answers?
• Did you identify any patterns or rules?

DIFFERENTIATION

Extension
• Instead of using 10 counting objects as boxes, the students can explore number
relationships to 20 by increasing the number of manipulatives.

Intervention
• Allow students to work with numbers less than 5 so that they can practice using efficient
strategies to solve the problems. Counting strategies are efficient at this stage, but will
become inefficient and distracting as numbers become greater. As students begin to
understand the relationships among numbers, they will begin learning number facts at a
recall level (Carpenter et al. 1999).

Back To Intervention Table

TECHNOLOGY

Five Frame: Four games involving a five-frame are included in this interactive. Students
determine how many, build, fill, and add on a five-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Five-Frame/

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 56 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Ten Frame: Four games involving a ten-frame are included in this interactive. Students
determine how many, build, fill, and add on a ten-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Ten-Frame/

How many under the shell?: Okta the octopus hides some bubbles under a shell, then adds (or
takes away) some more. Students have to determine how many bubbles are under the shell.
Students have a choice for addition or subtraction or both as well as a choice for a number of
bubbles with which to start the game. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/How-Many-Under-the-Shell/

Math Games: Pop Up Addition: Students solve addition problems by adding two numbers
together.
http://www.sheppardsoftware.com/mathgames/popup/popup_addition.htm

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 57 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Moving Day

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 58 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Moving Day
Name:_________________
Boxes in the car Boxes in the trailer Boxes being moved

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 59 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

PRACTICE TASK: How Many Ways To Get To 10?

Approximately 2-3 days Back To Task Table

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Reading and writing the combinations serve as a means of encouraging reflective thought
focused on part-whole relationships. Writing can be done in the form of drawings, numbers
written in the blanks (____ and ____), or addition equations. There is a clear connection
between part-part-whole concepts and addition and subtraction ideas.
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 60 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• Can patterns be found in numbers?

MATERIALS

• 12 Ways to Get to 11, by Eve Merriam, or a similar book

• Eleven 2 colored (red/yellow) counters per student
• How Many Ways to get to 10? recording sheet

GROUPING

Whole, Individual and/ or Small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Comment: This task will take place over 2 days. Many students are unaware that the total
number of paired combinations to make a number is one more than the number itself. Example:
there are 3 paired combinations to make the number 2 (0+2, 2+0, and 1+1) and 6 paired
combinations for the number 5 (5+0, 0+5, 3+2, 2+3, 4+1, 1+4). This task will allow students
to develop this generalization for number combinations. It is extremely important that the
students recognize this generalization and that it is not pointed out by the teacher.

Part I
Gather students together in a meeting place. Give each student 11 counters and begin reading
the story, 12 Ways to Get to 11, by Eve Merriam. As the story is read, have the students separate
their counters into a model that reflects what is happening in the story. After each page, stop,
discuss, and record the numerals for the combinations on chart paper or the board. (Example: if
there were 9 pinecones and 2 acorns, the students would model a pile of 9 and 2. The teacher
would record 9 and 2 on the chart paper after verifying that students were correct.

Comment: it is important to note that some combinations in the story will have greater than 2
addends which should be recorded as 3 and 3 and 3 and 1 and 1. The important part is that
students are able to recognize that 11 can be decomposed into lesser units. (SMP 1-8)

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 61 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Part II
From the 11 counters that students have, ask them to gather 10. In pairs, have students explore
all the possible combinations of 2 numbers when combined to make 10. Have students record
their responses on the How Many Ways to Get to 10? recording sheet.

Comment: there are more squares than possible combinations. This is so students will need to
justify and explain how they know they have found all of the possible combinations.

As students work through the task, observe the strategies they are using to find the combinations
for 10. Once partners have justified that they have found all the possible combinations to 10, as
a group, have students share their number combinations and the strategies they used.

Number combinations to 10:

0 and 10 10 and 0 1 and 9 9 and 1 8 and 2 2 and 8 3 and 7
7and 3 6 and 4 4 and 6 5 and 5
(SMP 1-8)

Part III
As students explore and identify all the possible number combinations, record them on the board
or chart paper. At this point in the year, some students will be independently able to organize
and complete Part III and all students should be encouraged to do so.

Number 1 2 3 4 5 6 7 8 9 10

Number
2 3 4 5 6 7 8 9 10 11
Combinations

Have a discussion with students about the pattern they see between the number itself and the
total number of combinations for that number. Ask why this information is important and how it
can help them going forward. (SMP 1-8)

TEACHER REFLECTION QUESTIONS

• What strategies did students use to identify their number combinations?

• Were students able to identify a pattern for how many combinations there are for a given
number?

FORMATIVE ASSESSMENT QUESTIONS

• Are there more ways to decompose the number 10?

• Why did you decide to do it this way?
• Are you sure that you have found them all? Why do you think so?
• Did you develop a strategy to find your answers?
• Did you identify any patterns or rules?

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 62 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
DIFFERENTIATION

Extension
• Have students pick a number from 11-19 and test their generalization. Ask how many
combinations of number pairs there are for 16, 19, and 100. Do the students immediately
apply the generalization rule they just invented?

Intervention
• Give students a set of playing cards, Ace through 10, of two different colored suits.
(hearts and spades, for example) Have them combine a red card with a black card to
make the number 10. Make one a double ten frame, make one 10-frame represent the red
cards and the other represent the black cards.

Back To Intervention Table

TECHNOLOGY

Five Frame: Four games involving a five-frame are included in this interactive. Students
determine how many, build, fill, and add on a five-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Five-Frame/

Ten Frame: Four games involving a ten-frame are included in this interactive. Students
determine how many, build, fill, and add on a ten-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Ten-Frame/

How many under the shell?: Okta the octopus hides some bubbles under a shell, then adds (or
takes away) some more. Students have to determine how many bubbles are under the shell.
Students have a choice for addition or subtraction or both as well as a choice for a number of
bubbles with which to start the game. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/How-Many-Under-the-Shell/

Early Math: Bugabaloo Shoes Addition: Students add two sets of numbers to find the sum.
http://www.sheppardsoftware.com/mathgames/earlymath/bugabalooShoes.htm

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 63 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
How Many Ways to get to 10? Name:______________________

________ and ________ ________ and ________ ________ and ________ ________ and ________

________ and ________ ________ and ________ ________ and ________ ________ and ________

________ and ________ ________ and ________ ________ and ________ ________ and ________

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 64 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

PRACTICE TASK: A DAY AT THE BEACH Back To Task Table

Approximately 1-2 Days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Reading and writing combinations serve as a means of encouraging reflective thought focused on
part-whole relationships. Writing can be done in the form of drawings, numbers written in the
blanks (____ and ____), or addition equations. There is a clear connection between part-part-
whole concepts and addition and subtraction ideas.
For more information about common misconceptions please refer to the unit overview.

ESSENTIAL QUESTIONS

• How can I prove that groups are equal?

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 65 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
MATERIALS

• One Is a Snail, Ten Is a Crab, by April Pulley Sayre and Jeff Sayre, or similar book
• Recording sheet
• Accessible manipulatives

GROUPING

Whole group and/or Individual

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Gather the students together to read One is a Snail, Ten is a Crab, by April Pulley Sayre and Jeff
Sayre. As you read the story, chart the different quantities of feet on each creature.
(SMP 1,4,5,6)

Part II
Using the chart created in Part I, allow students to explore the different combinations of creatures
to find numbers to ten. Have the students record their findings on the recording sheet. Gather
students together to chart all of their combinations to ten, finding all of the different
combinations to ten.
(SMP 1-8)

Part III
Group the students in pairs to play the A Day At The Beach riddle game. Have player one
describe a number by only naming the creatures. Player two then finds the total number of legs
possible by listening to the names of the different types of creatures.
(SMP 1-8)

TEACHER REFLECTION QUESTIONS

• What strategies did students use to solve their problem?

• Did students recognize any number patterns as they recorded their findings?

FORMATIVE ASSESSMENT QUESTIONS

• Are there more ways to decompose the number 10?

• Why did you decide to do it this way?
• Are you sure that you have found them all? Why do you think so?
• Did you develop a shortcut to find your answers?
• Did you identify any patterns or rules?
• What is the most/fewest amount of creatures that could be on the beach?

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 66 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
DIFFERENTIATION

Extension
• Have students create several different combinations of creatures to represent a specific
number.

Intervention
• Print out pictures for the students to use and manipulate to find the correct combination
of creatures.

Back To Intervention Table

TECHNOLOGY

Five Frame: Four games involving a five-frame are included in this interactive. Students
determine how many, build, fill, and add on a five-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Five-Frame/

Ten Frame: Four games involving a ten-frame are included in this interactive. Students
determine how many, build, fill, and add on a ten-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Ten-Frame/

How many under the shell?: Okta the octopus hides some bubbles under a shell, then adds (or
takes away) some more. Students have to determine how many bubbles are under the shell.
Students have a choice for addition or subtraction or both as well as a choice for a number of
bubbles with which to start the game. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/How-Many-Under-the-Shell/

Math Games: Fruit Shoot Addition: Students add two numbers together and then choose the
correct sum.
http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 67 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

A Day at the Beach

There were 10 feet at the beach. What creatures could have been at the beach? Show your
thinking using numerals, pictures, and words.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 68 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Back To Task Table

FAL: Greater Than, Less Than, Equal To in Range up to 10

Please use the following website to access the FAL:
https://education.ky.gov/curriculum/conpro/Math/Documents/K_KDE_Operations_and_Algebrai
c_Thinking_Greater_Than_Less_Than_Equal_Kindergarten.pdf

FAL: A Snail in the Well (extension)

Please use the following website to access the FAL:
https://education.ky.gov/curriculum/conpro/Math/Documents/KDE_PS%20Algebraic%20Thinki
ng%20Snail%20in%20the%20Well%20Grades%201_4%20v%203%200.docx

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 69 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

PRACTICE TASK: At the Mechanic Back To Task Table

Approximately 1-2 days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

In developing the meaning of operations, teachers should ensure that students repeatedly
encounter situations in which the same numbers appear in different contexts. For example, the
numbers 3, 4, and 7 may appear in problem-solving situations that could be represented by 4 + 3,
or 3 + 4, or 7 – 3, or 7 – 4. Although different students may initially use quite different ways of
thinking to solve problems, teachers should help students recognize that solving one kind of
problem is related to solving another kind. Recognizing the inverse relationship between addition
and subtraction can allow students to be flexible in using strategies to solve problems (NCTM
Principles and Standards, 2012).
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 70 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• How can I prove that groups are equal?

MATERIALS

• At the Mechanic recording sheet

• At the Mechanic playing cards
• Index cards
• Ten-frame
• Red/Yellow counters
• Rekenrek

GROUPING

Individual and/or small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Gather students in a meeting area to discuss cars and what happens to cars when they break
down. Where do they go? Who fixes them? One at a time, share the following 3 equations with
students:

4 = 2+1 3+1 = 1+3 2+3 = 5-1

With each number sentence, ask the students to share their observations. Is the number sentence
correct? If not, what is wrong with it? What do we need to do to fix it?
(SMP 1-4, 6-8)

PART II
In partners, students place all the cards in a pile, face down. On their turn, one player draws a
card from the pile. The player must state whether the equation is accurate, and justify their
reasoning using mental math. The player then verifies their prediction by using a ten-frame with
two-sided counters, or with the Rekenrek or other manipulative. If the equation is correct, the
turn is over and the car doesn’t need to be fixed.

If the equation is inaccurate, the player who drew the card (car owner) gives his card (car) to the
other player (mechanic) to be fixed. The mechanic then records the equation on the recording
sheet, and circles the side of the equation they plan to “fix.” On the other side of the mechanic
shop, the mechanic must “fix” the broken car with a pictorial and numeral representation to make
it work.
ONLY ONE NUMBER CAN BE FIXED ON THE CAR; however, it doesn’t matter which one.

After the mechanic has justified the answer and recorded it on the task sheet, the car owner
inspects the fixed car to make sure it is correct. If the car owner spots something wrong with the
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
Richard Woods, State School Superintendent
July 2019  Page 71 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
corrected car, they let the mechanic know, but don’t tell them what is wrong. The mechanic
must attempt to fix the car again. Once the car is fixed, the roles are reversed.

The first mechanic to fix 5 cars wins.

(SMP 1-8)

PART III
Have the partners sort the cars into 2 piles: cars that are broken and cars that don’t need to be
fixed. Next, have the students create 3 number sentences that are incorrect and trade them with
their partner to fix.
(SMP 1-8)

TEACHER REFLECTION QUESTIONS

• What strategies did students use to determine if the equations were accurate or not?
• What strategies did students use to correct the inaccurate equations?
• Are students able to use mental math to solve equations?

FORMATIVE ASSESSMENT QUESTIONS

• Which side of the car needed fixing? What was wrong with it? How do you plan to fix
it?
• When you were inspecting the car, what were you looking for?
• Did you have a strategy for making the car balance?

DIFFERENTIATION

Extension

• Create equations with combinations to 10 (Example 8+1 = 9-2) for students to repair. Do
not tell students what side of the car to fix. They must fix the side that has a lower total to
match the side that has the greater total of the two sides.

Intervention

• Create equations where one side of the equation is only one number (Example 4 = 1+2).
This will allow the students to focus on the combinations from only one side.
• Allow the students to fix both numbers on one side of the equation, as long as it is not the
exact same as the other side.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 72 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

At the Mechanic
Broken Car →→→→→
The Mechanic
→→→→→ Repaired Car

5+1 = 2+6 + = +

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 73 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

3+2 = 4+0 3 = 2+1+1 5 = 4-1

4-2 = 1+3 4 = 4+0 1 = 4-3

3+2 = 2+1 3+2 = 2-1 3-2 = 2+0

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 74 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

3-3 = 1+0 0+0 = 4-4 3+2 = 0+5

2+1 = 4+0 1+2 = 3+2 4 = 1+2

3+2 = 4+0 3+2 = 4+0 3+2 = 4+0

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 75 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Constructing Task: Field Trip for Fives Back To Task Table

Approximately 1 day

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Numbers are related to each other through a variety of number relationships. The number 7, for
example, is 3 more than 4, two less than 9, composed of 3 and 4 as well as 2 and 5, is three away
from 10, and can be quickly recognized in several patterned arrangements of dots. These ideas
further extend to an understanding of 17, 99, and beyond. Number concepts are intimately tied
to the world around us. Application of number relationships to the real world marks the
beginning of making sense of the world in a mathematical manner (Van de Walle, 2010).
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 76 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• How can I use different combinations of numbers to represent the same quantity?

MATERIALS

• Field Trip for Fives Recording Sheet

• Field Trip for Fives work mat
• Colored counters or linking cubes to match the teams

GROUPING

Whole group and/or partner task

TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION

Part I
Bring the students to a meeting place. Ask the students to get themselves into groups of 3. Do
not interfere with the process. After students have successfully arranged themselves into groups
of 3, ask them how many full groups of just boys and just girls could be made. How many
boys/girls are in a mixed group of boys and girls? Ask students for number sentences and record
suggestions to on the board. (Example: a group of all girls would be 3 girls plus 0 boys is 3
students, 3+0=3, or 2 girls and 1 boy would be represented as 2+1=3). From groups of 3, ask the
students to get into groups of 4 and repeat the same questions.

After students have acted out the problem, they can use colored cubes to represent the boys and
girls in the classroom and have them represent the groups with cubes. For example, if there are
21 students (8 boys and 13 girls), have 8 blue cubes for boys and 13 yellow cubes for girls.
(SMP 1-8)

Part II
In partners, have students solve the Field Trip for Fives story problem. Ms. Redstone’s
kindergarten class was going on a field trip. She divided her students up into teams for the
parent volunteers. Each parent can take no more than 5 students in their car, so Ms. Redstone
needs to rearrange the students into groups of 5. Give each student the Field Trip for Fives
recording sheet. Discuss the table and allow students to make observations and compare teams.
Have students identify the correct number of students on each team and have them collect the
corresponding number of counters. Using the work mat, students can manipulate their colored
counters to solve the story problem. The recording sheet explains how many students are in each
group. (SMP 1-8)

TEACHER REFLECTION QUESTIONS

• What strategies did students use to solve their problem?

• Did students recognize any number patterns as they recorded their findings?

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 77 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
FORMATIVE ASSESSMENT QUESTIONS

• How many students from each team rode in each van?

• What strategy did you use to solve the problem?
• Were there any teams that didn’t need to be split up?
• How many vans did you use? Could you have used less?
• How do you know that you counted correctly?

DIFFERENTIATION

Extension
• Have the students solve a new story problem with a different amount of students in each
van. For example: The class has 24 students. How many vans would Ms. Redstone need
if six students can fit in each van?

Intervention
• Have the students solve the problem using fewer teams, students and vans. Example:
Ms. Redstone has 15 students, three vans and 4 teams. How many students can fit in
each van? The blue team has 5 students, the red team has 3 students, the green team has
3 students, and the yellow team has 4 students.

Back To Intervention Table

TECHNOLOGY

Five Frame: Four games involving a five-frame are included in this interactive. Students
determine how many, build, fill, and add on a five-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Five-Frame/

Ten Frame: Four games involving a ten-frame are included in this interactive. Students
determine how many, build, fill, and add on a ten-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Ten-Frame/

How many under the shell?: Okta the octopus hides some bubbles under a shell, then adds (or
takes away) some more. Students have to determine how many bubbles are under the shell.
Students have a choice for addition or subtraction or both as well as a choice for a number of
bubbles with which to start the game. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/How-Many-Under-the-Shell/

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 78 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Field Trip for Fives

Ms. Redstone’s Class Teams
Blue Team If no more than 5 students can ride in a van,
Red Team how could Ms. Redstone arrange her teams
Green Team into groups of 5 for the van ride?
Yellow Team
Purple Team

Option 1
Blue Red Green Yellow Purple Total

Van #1

Van #2

Van #3

Van #4

Van #5

Option 2
Blue Red Green Yellow Purple Total

Van #1

Van #2

Van #3

Van #4

Van #5

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 79 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Field Trip for Fives Work Mat

Van #1 Van #2

Van #3 Van #4

Assign each team member a van. There can

be no more than 5 students in a van.
Remember to keep the teams together as
much as possible

Van #5

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 80 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

PERFORMANCE TASK: The Magic Pot Back To Task Table

Approximately 1-2 days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Identifying and extending patterns is an important process in algebraic thinking. When possible,
patterning activities should involve some form of physical, concrete manipulative. When
patterns are built with material and not on paper, children are able to test a hypothesis or the
extension of the pattern and make changes without fear of being wrong. Using concrete
manipulatives allows students to engage in growing patterns as opposed to just repeating patterns
because testing is able to take place. (Van de Walle p. 276)
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 81 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• How are the number patterns the same or different?

MATERIALS

• The Magic Pot work mat

• 20 counters per student
• Double ten-frame or Rekenrek
• 0-99 chart
• 10-sided dice or spinners (0-9)

GROUPING

Individual and/or small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Comment: Two of Everything, is a story about an old couple that finds a magic pot. Everything
that goes into the pot is doubled. Although the book is about doubling in particular, this task
asks students to focus on the number relationship between what goes in the pot, and what comes
out.

Part I
Come together at a meeting place and read Two of Everything, by Lil Toy Hong, or a similar
book. As you are reading the story, have students make predictions about what will happen.
Discuss/review the rule of doubling and what double means (if it hasn’t already been discussed).
Give students The Magic Pot work mat and double ten-frame and provide students an
opportunity to explore doubling numbers 0-10. Allow students to time to share strategies for
combining doubles.

Comment: Students can develop and refine strategies as they hear other students' descriptions of
their thinking about number combinations. For example, a student might compute 8 + 8 by
counting on from 8: "..., 9, 10, 11, 12, 13, 14, 15, 16." But during a class discussion of solutions
for this problem, she might hear another student's strategy, in which he uses knowledge about 10;
namely, 8 and 2 make 10, and 6 more is 16 (NCTM Principles and Standards, 2012).
(SMP 1-8)

Part II (Race to 100)

In partners, each player places a counter in the “0” square on the hundreds board. Students take
turns rolling a ten-sided dice or spinner and doubling the amount. The students must mentally
solve the addition sentence and share the answer with their partner. The partner verifies that the
answer given is correct using the double ten-frame or Rekenrek. If the answer is correct, the
player moves their chip that many spaces on the number board. If the player is incorrect, they do
not move and lose their turn. The first player to go past 99 and off the board wins.
(SMP 1-8)
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
Richard Woods, State School Superintendent
July 2019  Page 82 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
Part III
Be sure each student has their Magic Pot work mat. Present students with the following set of 3
numbers in sequence and have students model using the mat:

• Say “2 went in the pot and 4 came out of the pot. What’s the rule?” (take and record
suggestions)
o Have students model using the mat. (initiate class discussion for students to share
their predictions of the rule and they will almost immediately relate back to
doubles)

• Say “4 went in the pot (take predictions) and 6 came out of the pot. What’s the rule?”
(take and record suggestions)
o Have students model and discuss what they think the rule is based on the number
relationships they see.

• Say “10 went in the pot and 12 came out of the pot. What’s the rule?” (take and
record suggestions)
o Have students model and discuss what they think the rule is based on the number
relationships they see.

Using the recording sheet, have students create an example of the rule being used and record it
on their recording sheet. The student’s example must be modeled with different combinations
than those used on the Magic Pot card. There are only 7 (a- g) rows on the chart and 8 Magic
Pot cards. Have students problem solve where they can record the 8th card (h). (back of sheet or
journal)
The rule In the pot Out of the pot
6 and 2 more is 8
2 more 6 Or
6+2 =8
After students are familiar with identifying the magic pot’s rule, place the Magic Pot playing
cards around the classroom and have students identify the rule for the other pots and create an
example of how it works.
(SMP 1-8)

Part IV (Race to 100 revisited)

The only difference from Race to 100 in Part II is that students get to choose the rule for moving
(doubles, plus 5, etc…) In partners, each player places a counter in the “0” square on the
hundreds board. Students take turns rolling a ten-sided dice or spinner and using the rule they
created. The students must mentally solve the addition sentence and share the answer with their
partner. The partner verifies that the answer given is correct using the double ten-frame or
Rekenrek. If the answer is correct the player moves their chip that many spaces on the number

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 83 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
board. If the player is incorrect, they do not move and lose their turn. The first player to go past
99 and off the board wins.
(SMP 1-8)

TEACHER REFLECTIONS QUESTIONS

• What strategies did students use to solve their problem?

• Did students recognize any number patterns as they recorded their findings?

FORMATIVE ASSESSMENT QUESTIONS

• What strategy are you using to solve the problem?

• How are you comparing numbers?
• Can you suggest some numbers that could be included in this pot?
• According to your rule, if I put ____in, what would come out of the pot?
• According to your rule, if I took ____out of the pot, what did I put in the pot?

DIFFERENTIATION

Extension
• Create Magic Pots where the number relationship between the in and out rule are greater
in difference and more algebraic. Be sure that students have continued access to
manipulatives to model the relationship.

Intervention
• In both versions of Race to 100, students can play Race to 50 and use a 6-sided die for the
applied rule.
• If the student is having difficulty navigating the 0-99 chart, cut the 0-99 chart up into
strips by the rows of 10 and glue them together to make a straight number line.

Back To Intervention Table

TECHNOLOGY

Five Frame: Four games involving a five-frame are included in this interactive. Students
determine how many, build, fill, and add on a five-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Five-Frame/

Ten Frame: Four games involving a ten-frame are included in this interactive. Students
determine how many, build, fill, and add on a ten-frame. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/Ten-Frame/

How many under the shell?: Okta the octopus hides some bubbles under a shell, then adds (or
takes away) some more. Students have to determine how many bubbles are under the shell.
Students have a choice for addition or subtraction or both as well as a choice for a number of
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
Richard Woods, State School Superintendent
July 2019  Page 84 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
bubbles with which to start the game. https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/How-Many-Under-the-Shell/

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 85 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

IN OUT IN OUT
2 4 2 3
3 6 3 5
5 10 5 9

a b

IN OUT IN OUT
2 5 3 8
3 7 2 7
5 11 5 10

c d

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 86 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

IN OUT IN OUT
3 5 3 7
2 4 2 6
5 7 6 10

e f

IN OUT IN OUT
4 14 4 2
7 17 2 0
0 10 10 8

g h

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 87 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
The Magic Pot

Put into the pot Take out of the pot

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 88 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
The Magic Pot Name:_______________________

The rule In the pot Out of the pot

1 more 4 4+1=5

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 89 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Culminating TASK: Equally Balancing Numbers Back To Task Table

Approximately 2-3 days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing
or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a
drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Numbers are related to each other through a variety of number relationships. The number 7, for
example, is 3 more than 4, two less than 9, composed of 3 and 4 as well as 2 and 5, is three away
from 10, and can be quickly recognized in several patterned arrangements of dots. These ideas
further extend to an understanding of 17, 99, and beyond. Number concepts are intimately tied
to the world around us. Application of number relationships to the real world marks the
beginning of making sense of the world in a mathematical manner (Van de Walle, 2010).
For more information about common misconceptions please refer to the unit overview.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 90 of 97
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
ESSENTIAL QUESTIONS

• How can I prove that groups are equal?

• How can I use different combinations of numbers to represent the same quantity?

MATERIALS

• Pattern blocks
• Shaping 10 recording sheet
• Balancing Act Work Mat
• Equally Balancing Numbers recording sheet.
• Shaping 5 recording sheet

GROUPING

Individual and/or small group task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Give each student some pattern blocks and pose the question “If a triangle is the same as 1, what
are all the other pieces equal to? Be sure to use the terms “equal” and “the same as”
interchangeably so that students can continue to build meaning of the equal symbol. Record the
value of the triangle, along with a picture of a triangle, on chart paper. Have students explore the
value of each shape and record a value key for students to refer to throughout the remaining part
of the task. As students identify the value of each shape, have students justify their reasoning for
each value.
(SMP 1-8)
Answer Key

=1 =3 =6 =2

Part II
After students have assigned the values to each shape, have students identify all of the possible
ways a value of 6 can be represented. As students work through this part of the task, observe
how students verify their combinations.

Possible combinations of how six can be modeled:

(SMP 1-8)

∆∆∆∆∆∆=6 ◊◊◊=6 6= ∆◊
∆∆◊◊=6 6= 6=
Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction
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July 2019  Page 91 of 97
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 Georgia Department of Education
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GSE Further Investigation of Addition and Subtraction • Unit 6
Part III (Shaping 10)
Ask students how they could model the number “8” using their pattern blocks. As students
identify the possible combinations of pattern blocks that are equal to 8, have them justify and
share their combination using a number sentence. (Example: the student that made 8 using
∆∆◊◊◊ would say “ I used 2 triangles and 3 rhombi to make 8 so I know that 8 = 1+1+2+2+2”.
Be sure to use “equals” and “the same as” interchangeably.

Hand out the Shaping 10 recording sheet to students. Have them make the number 10 with the
pattern blocks and record 4 ways they made a 10 on their recording sheet. Students must also
identify the fewest number of blocks that could be used to make 10.
(SMP 1-8)

Part IV
Provide the students with the Balancing Act work mat and explain that each side of the balance
needs to be “the same as” or “equal” to one another. Continue to use “the same as” and
“equal” interchangeably throughout the lesson. Place a hexagon on side “A” and ask the
students to identify all the pattern block combinations for side “B” that could make the balance
equal. Allow students time to explore the balance. Give the students suggestions or increase the
difficulty by narrowing down the possibilities. Example: Side “A” is a hexagon and side “B”
has three pieces with one being a trapezoid.
• What two shapes are missing from side “B” to make the balance equal?
• What if there was only 1 rhombus on side B? What could it look like?
• What is the most or least number of shapes you could use?

Give the students another number to explore using the balance. After students have had ample
time exploring the balance, provide the students with the Equally Balancing Numbers recording
sheet. Have students individually work through the task and verify their thinking on the balance.
Students should draw the missing shape(s) in the side “B” square and use numerals to show their
thinking.

After students have solved the Balancing 10 task, have them create a balance riddle on the back
of their recording form and share it with a partner.
(SMP 1-8)

Part V
Refer students back to the value of each shape and present students with the Shaping 5 task.

Raul wanted to use the pattern blocks to show all the combinations of 2 numbers that could be
used to make the number 5.
1. Can Raul show all the different combinations of 2 numbers that make 5 with the pattern
blocks?
2. What combinations can Raul show using the pattern blocks?
3. Which combinations can Raul not make with pattern blocks?
4. Invent any new pattern blocks that could represent the numbers Raul would need to show
all the combinations to 5. Invent and trace your shape below.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 92 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6
In this task students will be asked to identify the paired combinations of blocks that when
combined make 5. The only two combinations are 3&2 and 2&3. Students will need to
recognize that a pattern block with a value of 4 and 5 are missing to make all of the facts.
Students must invent two pattern blocks (one with a value of 4 and the other a value of 5).

Have the students share their pattern block invention and the combinations of smaller shapes
they used to compose a larger shape. As class vote on the class’ favorite and graph the data.
Create and laminate multiple copies of the new shape that can be used as a center and extension.
(SMP 1-8)

TEACHER REFLECTION QUESTIONS

• What strategies did students use to solve their problem?

• Did students recognize any number patterns as they recorded their combinations?
• Did students understand the meaning of equal?

FORMATIVE ASSESSMENT QUESTIONS

• How can you verify that the shapes are equal?

• Is there another word we can use for “equal”?
• Is there another word we can use for “the same as”?
• What is your strategy to make combinations to ____?
• Why could you not use this shape? (pick up a shape they are not using)
• How do you know we have found all the combinations to 6/10/5?
• How can you justify what block could be missing?
• How can you identify what combinations are missing?
• What do you know about a pattern block you are creating?

DIFFERENTIATION

Extension
• Tell students that the value of the triangle is now 2 and see how they go about changing their
answers. Were the students able to identify a strategy to efficiently increase the value of the
triangle to 2?

Intervention
• With tape and a marker, identify the value of each pattern block by writing it on the tape
and sticking it to the block. Teacher could record the value by using dots or numerals.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 93 of 97
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Shaping 10 Name:__________________________
What did you use to make a 10? Show your thinking with numerals…

________ ________ ________ ________

What did you use to make a 10? Show your thinking with numerals…

________ ________ ________ ________

What did you use to make a 10? Show your thinking with numerals…

________ ________ ________ ________

What did you use to make a 10? Show your thinking with numerals…

________ ________ ________ ________

What is the fewest blocks that can be used to make a 10? Explain your thinking by using pictures AND numerals.
You may use the back of this paper to show your thinking.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 94 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Equally Balancing Work Mat

Verify that both sides of the balance scale are equal. Side “A” and “B” need to be the same as each other.

Side A Side B

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 95 of 97
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Georgia Standards of Excellence Framework
GSE Further Investigation of Addition and Subtraction • Unit 6

Equally Balancing Numbers

Draw the missing shape(s) in side “B” to
Justify with numerals
make both sides equal

Add the shape that is missing from side “B”

Side A Side B

Add the 5 shapes to side B. 4 shapes are equal

Side A Side B

Side “B” has NO triangles

Side A Side B

Side “B” is missing 2 shapes

Side A Side B

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

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July 2019  Page 96 of 97
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GSE Further Investigation of Addition and Subtraction • Unit 6

Shaping 5 Name:______________________________________

Raul wanted to use the pattern blocks to show all the combinations of 2 numbers that could be
used to make the number 5.

1. Can Raul show all the different combinations of 2 numbers that make 5 with the pattern
blocks?

2. What combinations can Raul show using the pattern blocks?

3. Which combinations can Raul not make with pattern blocks?

4. Invent any new pattern blocks that could represent the numbers Raul would need to show
all the combinations to 5. Invent and trace your shape below.

Mathematics  GSE Kindergarten  Unit 6: Further Investigation of Addition and Subtraction

Richard Woods, State School Superintendent
July 2019  Page 97 of 97
All Rights Reserved