Math Grade 1 K-2 Lesson Plan Math Review Pilot

Addition and Subtraction Word Problems Within 20

Duration: 50 minutes · NYS Next Generation Mathematics Learning Standards (2017)

Alignment Record

Built from publicly available New York State standards. Standard codes cited from official NYSED sources.

NY-1.OA.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.
Source: NYS Next Generation Mathematics Learning Standards (2017), Operations & Algebraic Thinking, Grade 1 — nysed.gov
Confidence: Full Trust Math teacher review pilot eligible
#grade 1#math#addition#subtraction#word problems#NY-1.OA.1#NYS Next Generation Math#operations algebraic thinking#Math review pilot eligible#MLL#SDI
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  • Lesson Plan for Grade 1 Math
  • NYS framework label: NYS Next Generation Mathematics Learning Standards (2017)
  • Primary standard: NY-1.OA.1

Addition and Subtraction Word Problems Within 20

Grade 1 · Math · NYS NY-1.OA.1 · 50 Minutes

Math Teacher Review Pilot: This resource is eligible for review by a NYS-certified Mathematics teacher before purchase. See StandardCraft’s Triple-Lock Alignment Framework.

NYS-Aligned Standard

NY-1.OA.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. NYS Next Generation Mathematics Learning Standards (2017)

Learning Objectives — “I Can” Statements

  • I can solve add-to, take-from, put-together, take-apart, and compare word problems within 20.
  • I can show my thinking with objects, drawings, or equations.
  • I can write an equation with a symbol (□ or ?) for the unknown number.

Essential Question

How can I use addition and subtraction to solve real problems?

Materials & Prep

  • Double-sided counters (20 per student pair)
  • Word Problem Mat (1 per student — provided below)
  • Whiteboard markers and small whiteboards
  • Problem Set cards (1 per student — see problems below)
  • Number bond graphic organizer (for decomposition support)

Prep: Write the 5 problem types on the board with labels: Add To / Take From / Put Together / Take Apart / Compare

Vocabulary

WordDefinitionVisual
addput together / join+ symbol with 2 groups
subtracttake away / separate- symbol with crossing out
unknownthe part we don’t know yet□ or ? in equation
equationa number sentence with =5 + 3 = 8
comparefind how many more or fewertwo bars, different lengths
sumthe answer to addition5 + 3 = 8
differencethe answer to subtraction8 - 3 = 5

MLL Frame: “There are ___ in all. I ____ (added/subtracted) because ___.”

Problem Set (5 Types — All Within 20)

Type 1 — Add To (unknown result): There are 7 birds on a branch. 5 more birds land. How many birds are there now? Equation: 7 + 5 = □

Type 2 — Take From (unknown result): There are 14 apples in a basket. A child takes 6. How many are left? Equation: 14 - 6 = □

Type 3 — Put Together (unknown total): There are 8 red crayons and 9 blue crayons in a box. How many crayons are there altogether? Equation: 8 + 9 = □

Type 4 — Take Apart (unknown addend): There are 15 fish in an aquarium. Some are goldfish, and 7 are guppies. How many are goldfish? Equation: □ + 7 = 15

Type 5 — Compare: Maria has 12 stickers. Leon has 5 stickers. How many more stickers does Maria have than Leon? Equation: 12 - 5 = □ or 5 + □ = 12

Lesson Sequence

Hook / Warm-Up (8 minutes)

  1. “Story Walk”: Tell a simple story acted out with physical objects: “I have 6 pencils on my desk. A student borrows 4. How many do I have?”
  2. Students show the answer on their fingers, then write the equation on their whiteboards.
  3. Repeat with a “compare” situation using two groups of objects.
  4. Bridge: “Today we’ll solve all FIVE types of stories — some will surprise you!”

Direct Instruction (10 minutes)

  1. Display Type 1 (Add To). Read together. Model with counters.
  2. Think aloud: “I know there are 7 birds. 5 more join — I ADD. My equation: 7 + 5 = □.”
  3. Count on with counters; write solution: □ = 12.
  4. Display Type 4 (unknown addend). “Uh oh — the unknown is in a different spot!”
  5. Model: draw 15 total, cross out 7 guppies, count remaining = 8. Equation: 8 + 7 = 15.

Guided Practice (12 minutes)

  1. Students work in pairs on Types 2 and 3 using the Word Problem Mat.
  2. Each student draws a representation and writes the equation; partners compare.
  3. Teacher circulates; ask: “How do you know to add or subtract? What clue word helped you?”
  4. Share out; emphasize different valid strategies (count on, number bond, make-ten).

Independent Practice (12 minutes)

  1. Students complete Type 4 and Type 5 independently on the Word Problem Mat.
  2. Students must: (a) draw a picture, (b) write an equation with □, (c) write the answer in a sentence.
  3. Teacher and paraprofessional circulate; note strategies used.

Closure (8 minutes)

  1. Students share their Type 5 (compare) strategy. Ask: “Did anyone write TWO different equations? Both work!”
  2. Exit ticket (on sticky note): Write one equation for: “There are 16 children. 9 go home. How many stay?”

Word Problem Mat (Printable)

Name: _________________ Date: ________

Problem Type: _________________________

The Story:
_______________________________________
_______________________________________

My Drawing:
┌─────────────────────────────────────┐
│                                     │
│                                     │
│                                     │
│                                     │
└─────────────────────────────────────┘

My Equation:  ___ + ___ = ___   OR   ___ - ___ = ___
                         □ = ___

My Answer Sentence: ___________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

  • Provide bilingual vocabulary cards for the 5 problem types (add to, take from, etc.)
  • Use visual/pictorial word problems (pictures replace words for context)
  • Allow student to solve by acting out with manipulatives and pointing to the equation
  • Sentence frame: “I ___ (added/subtracted) because ___. The answer is ___.”
  • Pre-teach problem-type signal words in L1 (join, separate, compare)

Transitioning/Expanding (NYSESLAT Levels 3–4):

  • Pre-teach math signal words: “altogether,” “in all,” “how many more,” “left,” “remaining”
  • Allow student to draw the problem first, then label in English
  • Word bank of problem-type signal words available at desk

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

  • Content: Reduce to types Add To, Take From, and Put Together only (3 of 5 types); reduce numbers to within 10
  • Methodology: Use a number line; use counters for all problems; allow “count all” strategy even if more advanced strategies are introduced to the class; use number bond organizer to visualize parts and whole
  • Delivery: Read problems aloud; provide problems one at a time (not all 5 at once); allow use of number line or hundreds chart; extended time per IEP

Suggested Placement: ICT, Resource Room

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given a word problem within 10 with visual support and physical counters, the student will correctly identify the operation needed (addition or subtraction) and solve with 80% accuracy across 4 of 5 problems, supporting progress toward NY-1.OA.1.

Extensions for Advanced Learners

  • Write their own word problem for each of the 5 types, including an equation with an unknown in multiple positions
  • Solve two-step word problems: “There are 8 dogs. 4 more arrive. Then 3 leave. How many now?”
  • Connect to NY-1.OA.2: Solve word problems with three whole numbers

Assessment

Formative: Exit ticket (sticky note equation); circulate with anecdotal notes during practice

Summative Option: 5-problem word problem quiz covering all 5 problem types; include equation writing and drawing requirement

NYS Assessment Note: Word problem types map to NYS 1–3 math assessment expectations. Type 4 (unknown addend) mirrors NYS Grade 1 assessment structures.

Answer Key

  1. Type 1: 7 + 5 = 12 (12 birds)
  2. Type 2: 14 - 6 = 8 (8 apples)
  3. Type 3: 8 + 9 = 17 (17 crayons)
  4. Type 4: 8 + 7 = 15 (8 goldfish) — or: 15 - 7 = 8
  5. Type 5: 12 - 5 = 7 (7 more stickers) — or: 5 + 7 = 12

Exit ticket: 16 - 9 = 7 (7 children stay)

Alignment Record

FieldValue
Standard CodeNY-1.OA.1
Standard TextUse 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…
FrameworkNYS Next Generation Mathematics Learning Standards (2017)
Sourcenysed.gov — NYS Next Generation Mathematics P-12 Standards PDF
ConfidenceFull Trust
Validation NotesStandard code NY-1.OA.1 and text are confirmed from NYSED Math standards document and crosswalk. This is a core Grade 1 OA standard with high alignment confidence. Math Teacher Review Pilot eligible. Not tagged as Common Core.
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Original resource
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Built from publicly available NYS standards
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Alignment notes included
The alignment record above explains how this resource connects to the relevant NYS framework, with the exact standard code and source.
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Supports whole-class instruction, small-group work, intervention, enrichment, independent practice, and planning support.
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Resource ID: SC-009 · StandardCraft NYS Resource Library v1.0
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Independence notice: StandardCraft is an independent resource platform and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource is original content aligned to publicly available NYS standards. It is designed to support classroom planning and instruction and does not replace district curriculum, school-approved instructional programs, or teacher professional judgment.