LESSON OVERVIEW

Title Addition Word Problems

Author Rachel Harper
Subject Math
Grade Level 1st grade
Duration ~45 minutes (may vary based on if students understand the topic or not), give
breaks in between if needed
Unit Description This lesson is part of a 3 week operations and algebraic thinking lesson
that will focus on solving word problems, with addition or subtraction, that have an answer
of 20 or below.
Lesson Goals
-Students will be able to solve word problems, using addition, with a sum that is equal to or
less than 20.
-Students will be able to express their answer using multiple ways of representations
(concrete manipulatives, representational drawings, abstract numbers)
Common Core Standards
CCSS.Math.Content.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.
Big Ideas
-Addition can be used to solve many types of problems used in many different situations.
-Addition can be represented in multiple ways including: concrete manipulatives,
representational drawings, and abstract symbols or numbers.
Barriers
-Students who may have disabilities involving motor skills may struggle using
manipulatives or writing/drawing.
-Students who do not know, recognize, or cannot write numbers up to 20.
-Students who may struggle with reading may have trouble reading word problems.
-Students who have learning disabilities or just need information taught to them through
more than one representation.
METHOD
Anticipatory Set (~5-10 min)

Play a game where students represent a math problem

The teacher looks around the room and chose a common characteristic they find
between the students and have those students stand up (ex: If you are wearing the
color blue stand up, if you have blonde hair stand up, if you have glasses stand up,
etc.)
Ask the students in the class how many are standing up
Have students remain standing and then pick a different characteristic and have
those students stand up, explain to class that if a student is standing up that happens
to have both characteristics called they still only count as one.
Then have the class say how many are standing now.
Turn it into a math problem with the class (ex: If 4 people wearing blue stood up
and then 5 more students with blonde hair stood up, then how many are there all
together? 9 students all together)
Have all students sit back down then begin again using different characteristics. Do
until students have quick responses.
*Note: This can also be used in a future first grade lesson with subtraction (have 2
characteristics stand up then have those with one sit down), or with adding 3
numbers together (pick 3 characteristics to stand up).
2.5 Illustrate through multiple media &
3.3 Guide information processing,
visualization, and manipulation
(USED THROUGHOUT THIS PART)

Introduce and Model New Knowledge (~10 min)

1. - Begin by explaining to students that they are going to be reading word problems
that use addition and that they are going to be solving them using physical objects
(ex: blocks), drawings, and writing numbers.
*NOTE: Change the names used in the word problems to those of the students in the
classroom
7.2 Optimize relevance, value,
2.

3.
4.

and authenticity
Read an example of a word problem
o George has 4 cookies. His friend, John has 7 cookies. How many cookies do
they have all together?
Explain that the first step after reading the problem is to find the numbers in the
problem. Show them how to highlight, circle, underline, or write them next to the
problem in order for them to remember which numbers they are using.
Demonstrate how to use physical manipulatives (ex: blocks) to represent the
problem using the chart (example attached). Teacher should be using projector or
something so that all students can see. 8.1 Heighten salience of goals and objectives

Place 4 blocks in the first box to represent Georges cookies, place 7 blocks in the
second box to represent Johns cookies, then slide all of the blocks into the last box
and count them to find the number of cookies all together.
Do the same problem again, only demonstrate how students can either trace the
blocks in each box or draw little circles (or cookies in the case of this word problem)
in each box, to create a drawing of how they can solve the problem.
Next, show students how to write the number that they counted at the bottom of
each box, in order to show the abstract answer.

Two-Minute Break- Play a quick game of Simon Says (end with Simon says to sit back in
your seat and get ready to work hard)
7.3 Minimize threats and
distractions

2.5 Illustrate through multiple media &

3.3 Guide information processing,
visualization, and manipulation
(USED THROUGHOUT THIS PART)

Provide Guided Practice (~5 min)

1. Hand each student their own worksheet of boxes and a worksheet of word problems.
Do the first word problem with them. *First set of boxes will be done on the top of
their sheet for them to reference back to when doing the rest of the problems
independently
2. Students with disabilities or who struggle can use the computer to complete the
problems, before beginning the guided practice, make sure they are aware of how
the program or website works so they can follow along using it. The computer will
have text-to-speech to read the word problems to them and help them identify
numbers in the problem. Also, it will allow them to create a digital representation of
the word problem and then type, speech-to-text, or choose the number to put in the
box as well. 1.3 Offer alternatives for visual
information

3. First problem: You have 3 red balloons. Your mom then hands you 2 blue balloons.
How many balloons do you have all together?
4. All together as a class, count and place the correct number of blocks in the first two
boxes. The teacher should be doing theirs on a projector or somewhere all students
can see for guidance. 8.1 Heighten salience of goals and
objectives

5. Together either trace the blocks or draw the correct number of balloons in the first
two boxes.
6. Next, slide all the blocks into the last box, count them and then trace or draw the
number as well.
7. Finally, all together, go back to each box and count how many were in each and
write the correct number at the bottom of the box.
8. Answer any questions and help any confusions
9. *Note: Students using the computer program or website to complete the activities
will need extra instruction on how to use it.
Two-Minute Break- Play Simon Says again (end with Simon Says sit back in your seat
and get ready to work hard)
7.3 Minimize threats and distractions
5.3 Build fluencies with graduated levels of
support for practice and performance

Provide Independent Practice (~15 min)

1. Give students a worksheet containing word problems and have them continue to do
the following problems on their boxes sheet independently

*NOTE: Change the names used in the word problems to those of the students in the
classroom
7.2 Optimize relevance, value,
and authenticity
2. Have them go through the steps in each box, using the blocks, drawing, and then
writing the number in the box. 5.1 Use multiple media for communication
3. Teacher should walk around and help those in need.
4. Make sure to check on those using the computers, and their tools, to help with any
problems or errors that occur during their use.
WRAP UP
~10 min
Have students get into groups. Give them each 2 minutes to come up with one word
problem involving students in the class. They will then share their problem out loud to the
class and the class will solve it.
ASSESSMENT
Formative, Ongoing Assessment
The formative assessment that will be used in this lesson is to just simply ask questions
during the lesson and during guided and independent practice. For example, the teacher
can choose students to come up to the projector and show how they did the problem.
During independent practice, the teacher can walk around and ask students individual
questions such as so tell me how you did this problem or show me how you would do
this problem.
Summative Assessment
The summative assessment that will be used will be at the end of the whole unit, not this
lesson. The assessment will be a math quiz with word problems for the students to
complete. During this quiz, students will be able to use which ever tools they would like or
that they need (ex: blocks, digital program, computer, pencil grip).
MATERIALS
-

Pencils
Worksheets
Blocks
Computer with text-to-speech
Computer with speech-to-text
Headphones for the text-to-speech
Microphone on computer for speech-to-text
Computer with digital program or website for creating visual representations of
addition word problems and for typing out the numerical answer.
Pencil grips for those who struggle with motor skills and holding the pencil

Teacher projector or other tool for displaying what they are doing to the class
The UDL Elements
Engagement

Which checkpoint did you incorporate?

7.3 Minimize threats and distractions

8.1 Heighten salience of goals and objectives

7.2 Optimize relevance, value, and authenticity

How and why?

This is incorporated into this lesson
through the 2 minute Simon Says
breaks, because by allowing for small
breaks in between sections, especially in
younger grades, it can increase their
attention span and decrease them
burning out or getting bored. This is
important because for younger grades, a
teacher cannot expect them to focus and
work for long periods of time, so by
allowing a few brain breaks, it can get
some of their energy out, let them rest,
and have fun before going right back
into the lesson.
This is incorporated through the
teachers use of the projector or other
tool to display what they are doing to
the whole class. By doing this, they are
providing students with a visual of the
desired outcome that they are trying to
create for each word problem. This is
important because it allows students to
see exactly what they are supposed to be
doing and therefore makes the goal
more clear, which will then engage them
into completing their work since they
are aware of what they should be doing
or what goal they are trying to reach.
This is used simply by just changing the
names in the word problems to those of
the students in the class. This will
engage them since it makes the problem
seem more real since their name and
their peers names will be used,
therefore, they might find the math
more relevant and authentic. This is

important because even a little trick like

this can increase students engagement
in the lesson since they find it intriguing
that their peers names and theirs may
be used in the problem. Also, they may
focus more because they will think of
these problems as reality such as if the
problem said they started out with 10
cookies and then Jamie, their classmate,
gave them 5 more, they would want to
figure out how many they had all
together.

Representation

Which checkpoint did you incorporate?

1.3 Offer alternatives for visual information

2.5 Illustrate through multiple media

How and why?

In terms of the text of word problems,
this will be incorporated through the
students access to text-to-speech in case
they have visual disabilities or struggle
with reading. Also, this will be used
through the teacher explain what they
are doing as well as showing visually, so
students are not just limited to a visual
representation. This is important so that
all students can understand and learn
the information without being restricted
to only visual text or information. It will
then provide the ability for all students
to succeed and learn.
This is incorporated through the
multiple ways the problem is being
shown to and taught to the students. The
first way is through concrete, physical
manipulatives. The second way is
through representational drawings and
the third way is through abstract
symbols, which would be numbers used
to solve the problem. This is important
in order to reduce the restriction that

3.3 Guide information processing, visualization,

and manipulation

teaching through the use of only one

media could have on students and their
learning/understanding of the topic.
Also, this will lead them into being able
to express their knowledge in multiple
media, which relates to checkpoint 5.1.
This is incorporated since the steps will
be guided through explicit instruction in
a certain order for students to complete
the word problems. This is important to
have as a guide of how they should do
the problem, how they should process
the information from the problems, how
to visualize them, and then how to put
them together and use the
manipulatives, draw, and write the
answers.

Action and Expression

Which checkpoint did you incorporate?

4.2 Optimize access to tools and assistive
technology

5.1 Use multiple media for communication

How and why?

This is incorporated into the lesson by
providing students of need with
assistive technology such as the
computer for text-to-speech or speechto-text when stating the answer and for
digitally creating a representational
picture. Also by providing low-tech
options such as pencil grips for students
who struggle with holding writing
utensils. This is important in order to
ensure that every student has an equal
opportunity at success and learning.
This is used since the teacher and the
students will be expressing the math
problem in different media such as with
physical manipulatives, drawings, digital
tools if needed, and by writing the
numbers out. This is important so
students can express what they know

5.3 Build fluencies with graduated levels of

support for practice and performance

and it removes media-specific barriers

that can occur.
This is used because as the lesson goes
on, more independence is given to the
students in their work since it has a
demonstration, then guided practice,
then independent practice. This is
important because giving students
gradual freedom to do their work with
multiple scaffolds increases their chance
at success and at being able to complete
the task, or math problems, on their
own.

Other UDL Ideas

Engagement

Checkpoint (activity described in next box)

7.1 Optimize individual choice and autonomy

8.2 Vary demands and resources to optimize

challenge

8.3 Foster collaboration and community

How would this help students meet

the goal?
This could be used as a way of engaging
students in the lesson. For this, they
could be taught all three types of
representations and choose which one
they would prefer to use, which would
be more engaging than being told they
have to use all three or a type of media
that they do not like.
This could be used in the case that there
are above or below average students
academically. For those above average,
they can be provided with more difficult
problems in order to challenge them and
for those below average, they can be
provided with the proper resources to
help them complete the task.
This can be incorporated into the lesson
by including group work. Students can
get into groups, which would have clear
goals and objectives, and they can then
work collaboratively to solve the
problems together. This can be engaging

because it allows students to work

together and also makes doing word
problems less daunting.

Representation

Checkpoint (activity described in next box)

2.1 Clarify vocabulary and symbols

3.4 Maximize transfer and generalization

2.4 Promote understanding across languages

How would this help students meet

the goal?
This could be used by the teacher having
a visible poster on the wall of different
math symbols and their meanings so
that way students can be aware of the
different symbols such as the plus sign
or the equal sign. This will give students
accessibility to those meanings in order
to help them reference back if needed to
complete the task or reach the goal.
This could be used through giving
students a checklist of the order they
can use to solve problems visually such
as the order they would use to solve
with physical manipulatives or the order
they would use when drawing out the
problem. This would aid in their
memory of how to solve the problem so
that way they could refer back to it and
therefore have an increased chance at
reaching the goal.
This can be incorporated in the case that
there is ESL learners in the classroom.
Either translation tools could be
provided on the computer or
information could be made available in
their first language through the
computer or the teacher could create a
page for them to read the information
over in order to give them the
opportunity to learn. Also, a sheet could
be provided to them with the numbers
in English written next to the numbers

in their first language so that way they

can make a connection and understand.
The computer could also translate each
word problem into either text-to-speech
or just text so it would be in their first
language and so that way there is no
barrier in completing them. This will
help these students reach the goal
because it will reduce the language
barrier.

Action and Expression

Checkpoint (activity described in next box)

4.1 Vary the methods for response and
navigation

6.1 Guide appropriate goal-setting

6.4 Enhance capacity for monitoring progress

How would this help students meet

the goal?
This could be incorporated through
allowing a variance in the time, rate, and
speed of the activities and
manipulatives. This is important
because it will allow all students to have
an equal opportunity to interact and
experience the strategies and use of
physical manipulatives and drawings to
answer word problems. With this equal
opportunity, comes the equal chance of
helping students reach the goal.
This can be used by the teacher writing
on the board or posting in a clear place
the objectives, goals, and schedule of the
lesson for students to reference. This
can help students reach the goal because
then they can read the goal and
understand where their focus should be
and what they are aiming towards.
This can be incorporated by asking the
students questions that will help them in
self-monitoring and reflection on how
they are doing with the task. This will
help them reach the goal because it will
help them find errors or things that they

are missing in order to fix and modify

and reach the goal. Examples of
questions could be so everyone be
thinking about what you are doing and
ask yourself am I doing this correctly?
Am I putting the right amount of blocks
into each box? Am I drawing the
correct number of objects in each box?
Are the numbers I am writing correct?
Have I counted the blocks or objects I
drew to make sure?

Addition Word Problems

1. You have 3 red balloons. Your mom then hands you 2 blue balloons. How many
balloons do you have all together?
2. Nick has 4 pencils. He buys 6 more pencils. How many pencils does he have in all?
3. Paul checked out 7 books from the library. He then goes back to the library and
checks out 10 more. How many books does he have checked out total?
4. Valerie ate 15 popsicles. Sara ate 5 popsicles. How many popsicles did they eat all
together?
5. In the morning, 12 cars pulled into a parking lot. Later that day, 6 more cars pull into
the parking lot. How many cars total are in the parking lot?