1. Operations and Algebraic Thinking in Kindergarten and First Grade Expectations and Understandings

2. Agree or Disagree Math discussions should focus on students sharing how they got the right answer.

3. I have a jar of jelly beans on my desk. – All but 16 of the jelly beans are red – All but 16 of the jelly beans are blue – All but 16 of the jelly beans are green – All but 18 of the jelly beans are yellow How many jelly beans are there altogether? How many of each color are there?

4. I have a jar of jelly beans on my desk. All but 16 of the jelly beans are red All but 16 of the jelly beans are blue All but 16 of the jelly beans are green All but 18 of the jelly beans are yellow How many jelly beans are there altogether? How many of each color are there? Strategies?

5. That was easy, right? What made it difficult? What did you do to make sense of this task?

7. Tell A Story Write an addition story problem using the 3 numbers on the cards below.

8. Exploring Addition and Subtraction Situations Pick a card and read the problem situation out loud to the group. Act out the situation with bears in a manner that naturally fits the story. Write the number sentence that reflects and matches the situation. Draw a visual representation that matches the situation.

9. What’s the difference? Three red bears and two green bears are on the table. How many bears are on the table? z Five bears are on the table. Three are red and the rest are green. How many apples are green? y Claire has 5 bears. How many bears can she put on the table and how many can she put on the floor? x In the action of these 3 situations?

10. What’s the difference? Three red bears and two green bears are on the table. How many bears are on the table? z Five bears are on the table. Three are red and the rest are green. How many apples are green? y Claire has 5 bears. How many bears can she put on the table and how many can she put on the floor? x In the number sentence for each situation?

11. Put-Together/ Take Apart How are the Put Together/Take Apart situations different from the Add To and Take From? Two distinct parts that make a whole; no action.

12. Debrief Which of these problems do you think might be hardest for young children? Why?

13. Exploring Addition and Subtraction Situations Pick a card and read the problem situation out loud to the group. Act out the situation with bears in a manner that naturally fits the story. Write the number sentence that reflects and matches the situation. Draw a visual representation that matches the situation.

14. What’s the difference? In the action of these 3 situations? Claire has 2 bears. Lucy has 3 bears. How many more bears does Julie have than Lucy? b Claire has 3 more bears than Lucy. Lucy has 2 bears. How many bears does Julie have? e Claire has 3 more bears than Lucy. Claire has 5 bears. How many bears does Lucy have? a Lucy has 2 bears. Claire has 5 bears. How many fewer bears does Lucy have than Claire? d Lucy has 3 fewer bears than Claire. Lucy has 2 bears. How many bears does Claire have? g Lucy has 3 fewer bears than Claire. Claire has 5 bears. How many bears does Lucy have? j

15. What’s the difference? In the number sentence for each situation? Claire has 2 bears. Lucy has 3 bears. How many more bears does Julie have than Lucy? b Claire has 3 more bears than Lucy. Lucy has 2 bears. How many bears does Julie have? e Claire has 3 more bears than Lucy. Claire has 5 bears. How many bears does Lucy have? a Lucy has 2 bears. Claire has 5 bears. How many fewer bears does Lucy have than Claire? d Lucy has 3 fewer bears than Claire. Lucy has 2 bears. How many bears does Claire have? g Lucy has 3 fewer bears than Claire. Claire has 5 bears. How many bears does Lucy have? j

16. Compare Problems How do Compare situations differ from Add To/Take From and Put Together/Take Apart?

17. Review Take the story problem you wrote and post it in the appropriate place on the Addition and Subtraction Situations Table.

18. Investigations Where are these problem types?

19. I have ____ crayons. Some are __ and some are ___ What standards are evident in this work?