Start Change Result Word Problems Addition & Subtraction within 20 Digital

Tessa Maguire
13.8k Followers
Grade Levels
1st
Standards
Resource Type
Formats Included
  • Zip
  • Google Apps™
  • Internet Activities
Pages
160 + directions & answer keys
$8.00
$8.00
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Tessa Maguire
13.8k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

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  1. Build addition & subtraction problem solving mastery through explicit practice with addition and subtraction problem types! These 380 digital, no prep story problems practice the problem types presented in the standards working with addition and subtraction within 20. Students use the built in t
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Description

Build addition & subtraction problem solving mastery through explicit practice with start change result problem types! These 160 digital, no prep story problems practice the add to / take from problem types presented in the standards working with addition and subtraction within 20. Students use the built in tools to write equations, and build models on tens frames and number lines using the built-in, movable manipulatives before solving.

WHAT'S INCLUDED

• 80 Addition Word Problems

  • 20 Identifying Unknown as Start, Change, End
  • 20 Start Unknown Word Problems
  • 20 Change Unknown Word Problems
  • 20 End Unknown Word Problems

• 80 Subtraction Word Problems

  • 20 Identifying Unknown as Start, Change, End
  • 20 Start Unknown Word Problems
  • 20 Change Unknown Word Problems
  • 20 End Unknown Word Problems

Printable recording sheets

PDF Answer Keys for each set of word problems

→ Directions for using Google Slides and/or SeeSaw

→ Tips for using in non-digital formats

These digital, no prep story problems can be used as part of whole-group instruction, small group instruction, or independent practice. Each problem set uses similar word problems so the formats can be explored together. Plus, once students build comfort with the text, the focus truly becomes on the known and unknown in the problem and how to solve it.

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Why is there a recording sheet if this is digital?

The printable recording sheet is just provided as an option for you. The product is intended to be completed digitally. But, if you want students to demonstrate their learning on paper for easier access for grading, the recording sheet may be helpful.

Can my students use screen readers to read the word problems? Yes! While the problem solving mat is embedded on the background, and additional text box is provided in Google Slides so that screen readers can read the word problem aloud. Check out the preview for a closer look! There is not audio embedded in SeeSaw so you can record your own voice reading the text. Do I have to share the files as is?

No! When you make a copy, you are able to edit those 20 pages before sharing with students. Delete slides, combine slides from other versions, add your own directions, etc. Anytime you need a fresh version, just click the PDF to make a new copy! Or, save a master to your Drive before you start editing.

What programs does this product work with?

These digital task cards were created with Google Slides™ and can be used in your Google Classroom™. They are also prebuilt into SeeSaw™.

Will you have access to my Google Drive?

No! This purchase downloads a zip folder to your computer.

If this is digital, why is there a download?

The download is a zip folder. In the folder are all of the answer keys, and the teacher file PDF. That PDF includes in depth instructions and links to your resource.

Do I have to use all the slides?

No! When you make a copy, you are able to edit those 20 pages before sharing with students. Delete slides, combine slides from other versions, add your own directions, etc. Anytime you need a fresh version, just click the PDF to make a new copy! Or, save a master to your Drive before you start editing.

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_______________________________________________________________ Copyright © Tessa Maguire.

Purchase is for single classroom use only. Please purchase additional licenses if you intend to share this product with colleagues.

You may not redistribute, edit, sell, or otherwise post this product on the internet. You may, however, post a link for others to purchase themselves.

Total Pages
160 + directions & answer keys
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ▯ - 3, 6 + 6 = ▯.

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