Word Problem Number Talks for First Grade

Rated 4.84 out of 5, based on 75 reviews

4.8 (75 ratings)

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Primary Bliss Teaching

8.4k Followers

Grade Levels

1st - 2nd, Homeschool

Subjects

Math, Word Problems, Mental Math

Resource Type

Activities, Interactive Whiteboard

Standards

CCSS1.OA.A.1

CCSS1.OA.A.2

CCSSMP1

CCSSMP2

CCSSMP3

Formats Included

Zip
Google Apps™

Pages

80 pages

$5.50

Wish List

$5.50

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Primary Bliss Teaching

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Includes Google Apps™

The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

I highly recommend this skill! It was perfect to add to my lesson plans as extra instruction, or practice depending on what each student needed. This was a perfect resource!

— Madison B.

Rated 5 out of 5

This is perfect to use for daily practice with my first graders. We do one each day to keep them practicing their story problems!

— Kendall B.

Rated 5 out of 5

Also included in

FIRST GRADE STANDARDS BASED NUMBER TALKS PROMPTS AND ACTIVITIES
Math Talks are hands-down the best math warm-up activities for developing number sense and computational fluency. And these Number Talks for first grade make implementing Number Talks easier than ever.This seriously NO PREP resource provides daily lessons that are thought-provoking and engaging for
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WORD PROBLEM BUNDLE addition and subtraction within 20
This Word Problem BUNDLE for addition and subtraction within 20 is all you need to turn your first-grade students into math problem solver superstars. Included in this BUNDLE are:110 Word Problem-based Number Talks for all 4 types of word problems with unknowns in all positions (BOTH Digital and Pri
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Price $20.00Original Price $27.00Save $7.00
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Description

Standards

¹⁰

Reviews

⁷⁵

Q&A

More fromPrimary Bliss Teaching

Description

These PAPERLESS NUMBER TALKS are perfect for reinforcing how to solve word problems with your first graders. Best of all, you literally just click, teach, and listen to your students' mathematical conversations flow.

This is an easy way to increase your students' abilities to effectively solve word problems. These NO PREP Number Talks are easy to use, standards-based, and guaranteed to get your student talking up a storm about math!

Our word problem math talks are focused on using addition and subtraction to solve word problems within 20 for all 4 problem types (joining, separating, part-part-whole, and comparing).

THESE UNITS CAN BE USED ON INTERACTIVE WHITEBOARDS, ARE COMPATIBLE WITH GOOGLE SLIDES, OR CAN BE PRINTED OUT. ALL THREE VERSIONS ARE INCLUDED.

They are aligned with the first grade Common Core Standard 1.OA.A.1.0.

There are 55-word problem number talks in all. Five for each of the following categories:

Joining – Result Unknown
Joining – Change Unknown
Joining – Start Unknown

Separating – Result Unknown
Separating – Change Unknown
Separating – Start Unknown

Part-Part-Whole – Whole Unknown
Part-Part-Whole – Part Unknown

Compare – Difference Unknown
Compare – Quantity Unknown
Compare – Referent Unknown

BENEFITS:

Number Talks will get your students engaged in mathematical conversations that will increase their ability to reason mathematically as well as develop their computational fluency skills and their ability to think flexibly about numbers.

These word problem-based number talks will give your students the opportunity to truly process word problems and problem-solve ways to solve the problems.

OUR STORY:

A few years ago, we were asked to implement number talks in our daily math instruction. After engaging our students in a few of these activities, we were hooked. Our challenge then became to create a variety of problem types in order to keep students engaged and excited about number talks. And that is when this number talk program was born.

Word problems prove to be challenging for first graders. For this reason, we created the word problem number talks to give students the opportunity to engage in word problems in a way that is stress-free and engaging.

THIS RESOURCE IS HELPFUL FOR:

Busy First-Grade Teachers
Substitute Teachers
Special Education Teachers
Whole Group Math Instruction
Small-Group Math Instruction
Math Intervention
As a Supplement to Core Instruction

FAQ:

How long do number talks take?

It is best if Number Talks are done daily for between 5 and 15 minutes.

Can these number talks be displayed on an interactive whiteboard?

Yes! You will receive BOTH a DIGITAL product and a PRINTABLE product to meet your particular needs.

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Happy Teaching!

Becky & Cindy

Team Primary Bliss Teaching

Total Pages

80 pages

Answer Key

N/A

Teaching Duration

Lifelong tool

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Standards

to see state-specific standards (only available in the US).

CCSS1.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.

CCSS1.OA.A.2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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