A story problem tells a little story about something happening, and we need to figure out the answer. At Pre-K, we act out these stories with real objects we can touch and move!
Pre-K children need to: - See the story happen - Touch and move real things - Act out the action - Count to find the answer
We don't write equations or do mental math yet - we make the story real!
Structure: Start with some + get more = ?
Example: "Maya has 2 dolls. Her friend gives her 1 more doll. How many dolls does Maya have now?" - Use 2 objects for the dolls Maya has - Add 1 more object when friend gives one - Count all objects: 3 dolls
Structure: Start with some - take away some = ?
Example: "Ben had 5 crackers. He ate 2 crackers. How many crackers does Ben have left?" - Start with 5 objects - Remove 2 objects (eat them!) - Count what's left: 3 crackers
Structure: Group 1 + Group 2 = ?
Example: "There are 3 red balloons and 2 blue balloons. How many balloons are there altogether?" - Make a group of 3 objects (red balloons) - Make a group of 2 objects (blue balloons) - Push them together and count: 5 balloons
Structure: Total = Part 1 + Part 2
Example: "Sofia has 6 crayons. Some are on the table and some are in the box. If 4 are on the table, how many are in the box?" - Start with 6 objects - Put 4 in one place (table) - Count what's left for the other place: 2 in box
"There are 2 birds in the tree. 3 more birds fly to the tree. How many birds are in the tree now?" - Start with 2 counters (birds) - Add 3 more counters (more birds fly in) - Count all: 5 birds
"You have 3 stickers. Your teacher gives you 2 more stickers. How many stickers do you have now?" - Start with 3 objects - Add 2 more - Count: 5 stickers
"There were 5 ducks swimming. 2 ducks swam away. How many ducks are still swimming?" - Start with 5 objects - Remove 2 objects - Count remaining: 3 ducks
"You had 4 cookies. You ate 1 cookie. How many cookies do you have left?" - Start with 4 objects - Remove 1 object - Count: 3 cookies left
"There are 2 toy cars on the floor and 3 toy cars on the shelf. How many toy cars are there in all?" - Make one group of 2 - Make another group of 3 - Combine and count: 5 cars
Materials: Various small objects, pictures to prompt stories 1. Tell a simple story 2. Child chooses objects to represent the story 3. Child acts out the story 4. Child counts to find the answer
Materials: Bag with story cards and counters 1. Draw a story card 2. Read/tell the story 3. Use counters to act it out 4. Find the answer
Materials: Snacks! 1. Create real stories with actual snacks 2. "You have 3 grapes. I give you 2 more. How many now?" 3. Child actually gets the snacks and counts 4. Then eats them!
Materials: Small toys 1. Children work in pairs 2. One child tells a story 3. Other child acts it out with toys 4. Both count to find answer 5. Switch roles
Recognizing the action helps solve the problem!
Can the child: - Listen to a story problem? - Choose appropriate objects? - Act out the story with objects? - Perform the correct action (add or subtract)? - Count accurately to find the answer? - Answer the question? - Explain what they did?
Once children can solve story problems with objects: - They're ready for slightly more complex stories - They can work with bigger numbers - They can begin to visualize without always needing objects - They're building problem-solving skills!
Story problems show that math helps us understand and solve real situations!
A story problem tells a little story about something happening, and we need to figure out the answer. At Pre-K, we act out these stories with real objects we can touch and move!
Pre-K children need to: - See the story happen - Touch and move real things - Act out the action - Count to find the answer
We don't write equations or do mental math yet - we make the story real!
Structure: Start with some + get more = ?
Example: "Maya has 2 dolls. Her friend gives her 1 more doll. How many dolls does Maya have now?" - Use 2 objects for the dolls Maya has - Add 1 more object when friend gives one - Count all objects: 3 dolls
Structure: Start with some - take away some = ?
Example: "Ben had 5 crackers. He ate 2 crackers. How many crackers does Ben have left?" - Start with 5 objects - Remove 2 objects (eat them!) - Count what's left: 3 crackers
Structure: Group 1 + Group 2 = ?
Example: "There are 3 red balloons and 2 blue balloons. How many balloons are there altogether?" - Make a group of 3 objects (red balloons) - Make a group of 2 objects (blue balloons) - Push them together and count: 5 balloons
Structure: Total = Part 1 + Part 2
Example: "Sofia has 6 crayons. Some are on the table and some are in the box. If 4 are on the table, how many are in the box?" - Start with 6 objects - Put 4 in one place (table) - Count what's left for the other place: 2 in box
"There are 2 birds in the tree. 3 more birds fly to the tree. How many birds are in the tree now?" - Start with 2 counters (birds) - Add 3 more counters (more birds fly in) - Count all: 5 birds
"You have 3 stickers. Your teacher gives you 2 more stickers. How many stickers do you have now?" - Start with 3 objects - Add 2 more - Count: 5 stickers
"There were 5 ducks swimming. 2 ducks swam away. How many ducks are still swimming?" - Start with 5 objects - Remove 2 objects - Count remaining: 3 ducks
"You had 4 cookies. You ate 1 cookie. How many cookies do you have left?" - Start with 4 objects - Remove 1 object - Count: 3 cookies left
"There are 2 toy cars on the floor and 3 toy cars on the shelf. How many toy cars are there in all?" - Make one group of 2 - Make another group of 3 - Combine and count: 5 cars
Materials: Various small objects, pictures to prompt stories 1. Tell a simple story 2. Child chooses objects to represent the story 3. Child acts out the story 4. Child counts to find the answer
Materials: Bag with story cards and counters 1. Draw a story card 2. Read/tell the story 3. Use counters to act it out 4. Find the answer
Materials: Snacks! 1. Create real stories with actual snacks 2. "You have 3 grapes. I give you 2 more. How many now?" 3. Child actually gets the snacks and counts 4. Then eats them!
Materials: Small toys 1. Children work in pairs 2. One child tells a story 3. Other child acts it out with toys 4. Both count to find answer 5. Switch roles
Recognizing the action helps solve the problem!
Can the child: - Listen to a story problem? - Choose appropriate objects? - Act out the story with objects? - Perform the correct action (add or subtract)? - Count accurately to find the answer? - Answer the question? - Explain what they did?
Once children can solve story problems with objects: - They're ready for slightly more complex stories - They can work with bigger numbers - They can begin to visualize without always needing objects - They're building problem-solving skills!
Story problems show that math helps us understand and solve real situations!