Keeper Story Problems

Progression 1 (Years 1–2) Number | Solving add-to and take-from contexts from Hamilton Zoo and conservation sites.

Duration: 60 mins Strand: Number Context: Keeper rounds; feeder top-ups; trap checks Representations: Drawings, ten frames, number lines, part-part-whole

Learning Intentions & Success Criteria

Te Mātaiaho: quantify, order, compare small collections NZC L1–2: solve addition/subtraction problems to 20 Key idea: choose a strategy that fits

Ākonga are learning to:

Identify add-to and take-from situations.
Choose a strategy (count-on, make-10, doubles, part-part-whole) to solve.
Represent thinking with diagrams and equations.

Success looks like:

I can retell the problem and show the operation.
I can solve to 20 with a chosen strategy and explain why.
I can check using a different representation (e.g., number line + equation).

Teacher prompts

“Is this adding or taking away?”
“Which strategy feels easiest here?”
“Show it in two different ways.”

Kupu / Vocabulary

add / tāpiri
take / whakaheke
altogether / katoa
left / tonu
strategy / rautaki
equation / whārite

Materials

Problem cards (zoo feeding, wētā hotel checks, seedling planting).
Counters, frames, number lines; mini whiteboards.
A5 Handout: generator “Mixed (add/sub),” range 0–20, 20–24 Qs.

Lesson Flow

Hook (5 mins)

Story: “A keeper feeds 7 kea, then 5 more arrive.” Act and count; ask “add or take?”

Teach/Model (10–12 mins)

Model add-to with frames and a number line (start 7, +5 = 12); record equation.
Model take-from (12 fish, 4 eaten; show 12→8); link to part-part-whole.
Discuss strategy choice: counting-on vs. make-10 vs. doubles.

Guided Practice (15 mins)

Station A: Add-to cards (zoo): act, draw, solve, record equation.
Station B: Take-from cards (conservation): use counters then number line.
Station C: Choose-your-tool: same problem, pick a representation and explain.

Independent/Extension (10–12 mins)

Solve 4 new problems; write sentence + equation; circle strategy used.
Extension: write your own zoo/conservation problem and swap to solve.
Support: use visuals and constrain numbers to 0–12.

Exit Check (5 mins)

Two quick problems (one add-to, one take-from); show drawing + equation.

Place-based options

Hamilton Zoo: feeder top-up counts; write story problems from observation/virtual tour.
Sanctuary Mountain/Zealandia: trap check counts; create subtraction scenarios.

Representations: show both an adding-on line and a part-part-whole diagram; highlight strategy language.

Differentiation & Support

Scaffolds

Use story mats with “start, change, result” labels.
Keep numbers within 0–12 and provide counters.
Model the same story with two representations before release.

Extensions

Add comparison problems (how many more?).
Write a story that can be solved two different ways.
Explain why a strategy is more efficient than counting all.

Common Misconceptions

Mixing up add-to and take-from language. Remedy: retell the story with gestures.
Choosing count-all even when a bridge-to-10 is available. Remedy: prompt for efficiency.
Writing equations that do not match the story. Remedy: point to each part as you write.

Assessment & Evidence

Observe strategy choice; note students defaulting to count-all.
Exit problems: accuracy and clarity of representation.

Whānau Connection

Send home a “story maths” prompt: create a short add or take story at home.
Invite whānau to share a local kaitiaki story to turn into a class problem.

Handout Link

Use the Progression 1 generator set to “Mixed (add/sub)” and range 0–20, 20–24 questions. Encourage one picture + one equation per problem.

Back to Number Sense Journey (Progression 1)