Standard #: MA.1.AR.1.2

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

• MA.1.NSO.2.1 
  
• MA.1.NSO.2.2 
  
• MA.1.NSO.2.3 
  
• MA.1.AR.2.1 
  
• MA.1.AR.2.2 
  
• MA.1.AR.2.3 
  
• MA.1.M.1.1 
  
• MA.1.M.2.3 
  
• MA.1.DP .1.2
  

 

Terms from the K-12 Glossary

• NA

 

Vertical Alignment

Previous Benchmarks

• MA.K.AR.1.3
  

 

Next Benchmarks

• MA.2.AR.1.1
  

 

 

Purpose and Instructional Strategies

The purpose of this benchmark is for students to start to apply their understanding of mathematical concepts as they critically apply their knowledge in visualizing and deciphering word problems. In Kindergarten, students solved real-world addition and subtraction problems within 10, with a focus on drawings and equations to represent problems. Students are not expected to independently read word problems (MTR.7.1). 

• Instruction allows students to focus on context and apply reasoning to determine the appropriate operation (MTR.7.1). 
• Instruction includes helping students realize that there can be more than one representation for a given problem which could be helpful for students to choose which representation they prefer and to communicate with other students who might prefer a different representation (MTR.2.1, MTR.4.1, MTR.5.1). 
• Instruction includes getting students to assess the reasonableness of their solutions within context (MTR.6.1). 
• Instruction may begin with concrete models, pictures, numbers and words, and then move into writing equations (MTR.2.1). 
• Instruction should include a variety of problem types (see Appendix A) and not a focus on any single problem type. It is important that students have opportunities to solve various problem types.

 

Common Misconceptions or Errors

• Students may have difficulty modeling or solving problems that involve a change unknown or start unknown problem type. To help with this misconception, include the use of Appendix A in instruction. 
• Students may look for key words rather than context and reasoning, which can lead to the wrong operation.

 

Strategies to Support Tiered Instruction

• Instruction provides the opportunity to create word problems to match change unknown and start unknown problem types. 
  
  • For example, the teacher provides the change unknown equation 12 − ____ = 8 to the students. Students develop a situation that matches the equation to make into a word problem. 
• Instruction provides the opportunity to determine the context of word problems with a focus on what is happening in the problem and how it can be solved. 
  
  • For example, the teacher provides the following word problem: Patrick’s Pet Care washed 3 dogs in the morning and some more dogs in the afternoon. Patrick washed a total of 7 dogs. How many dogs did Patrick wash in the afternoon? Teacher asks “What is this problem about? What is happening in this problem? What information do we know? How do you think you would solve this problem?” 
• Teacher provides a variety of change unknown and start unknown problems for students to match to the correct equation. Problem types and examples can be found in Appendix A. 

• Teacher provides a graphic organizer to identify important information for solving the problem. 
  
  • For example, students develop an understanding of context and reasoning by answering questions about the context and gathering information from the problem to promote reasoning.

 

Instructional Tasks

Instructional Task 1 (MTR.4.1) 

There are chickens, sheep and pigs in a barn. There are 17 animals total in the barn. 

• Part A. How many chickens, sheep and pigs could be in the barn? 
• Part B. With a partner, compare your work. How are your barns alike? How are your barns different? 

 

Instructional Task 2 (MTR.1.1, MTR.2.1, MTR.7.1) 

Provide students with the equation 12= __+7. Provide time for students to draw a picture that represents the equation then verbally express a word problem to match.

 

Instructional Items

Instructional Item 1 

Trevor had 16 toy cars. He went to the toy store with his father. His father bought him some more toy cars. When Trevor got home, he counted his cars and now he has 20 cars. How many toy cars did his father buy for him? Write an equation to show how you solved the problem. 

 

Instructional Item 2 

Elliana had 19 stuffed animals. She gave some away. Now Elliana has 11 stuffed animals. How many stuffed animals did Elliana give away? Draw a picture to show your work. 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.