Story Problems and Money: a week of ready-to-teach maths
Five days of lessons for Year 1 Number. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out play coins, price cards and a part-part-whole mat, a mini-check and every answer.
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days. Each day is two A4 sheets: a plan and a worksheet.
- Cut out the two card sheets once: the play coins, price cards and bar mat are reused all week.
- Open the free interactive unit on your board. Every plan tells you which picture to show and when.
- Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.
No maths background needed
This pack is written for the busy generalist teacher. Each plan explains the idea in plain words, lists the mix-ups children bring, and gives model answers, so you can walk in and teach it. Every total and every amount of change is worked out for you.
One day, one lesson
The five lessons fill a week of maths, one lesson of about 40 minutes a day. Run them in order: each day stands on the one before. Every lesson can also split into a short warm-up and a main session if your timetable runs small blocks.
The week at a glance
One lesson a day for a week. Each day stands on the day before, so run them in order.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | From story to picture | Turn a word problem into a picture, then solve it | From story to picture |
| 2 | The tuckshop | Add two prices to find the total cost | The tuckshop |
| 3 | Three stories, one picture | See how one diagram fits many different stories | Three stories, one picture |
| 4 | Change at the tuckshop | Pay for an item and work out the change | Change at the tuckshop |
| 5 | Check it back | Solve a problem, then check the answer works backwards | Check it back |
How the week builds
Day 1 turns a word problem into a picture and solves it; Day 2 adds two prices at the tuckshop; Day 3 shows that one diagram can hold many stories; Day 4 works out change by taking the cost from what you paid; and Day 5 checks an answer by working backwards. It builds on adding and taking away to 20 from earlier in the year, and it opens the way to the two-digit addition and money work of Year 2.
Materials for the week (one trip)
- From the classroom: scissors, pencils, this pack printed.
- From home or the craft box: a handful of buttons, dry pasta or blocks to use as counters.
- Cut out once, use all week: the play coins, the price cards and the part-part-whole mat in this pack. No maths equipment to buy.
Dear families
This week in maths, Year 1 solves story problems and simple money problems. We turn a story into a picture, add two prices to find a total, and work out the change when we pay. Small amounts only: totals up to 20, and money up to two dollars.
Try this at home
- Tell a tiny story: we had 6 apples and picked 5 more. Draw it, then count. How many altogether?
- Play shop with real or paper coins. Add two prices, such as 50c and 40c, and find the total.
- Pay a bit too much on purpose: this costs 60c, here is $1, how much change do I get back?
- Check an answer together: if 8 and 5 make 13, does 13 take away 5 come back to 8?
My maths this week
Fill one row a day. Tick when you have shown it with a picture or with coins.
| Day | My story or money problem | I showed it | My answer |
|---|---|---|---|
| Monday | □ | ||
| Tuesday | □ | ||
| Wednesday | □ | ||
| Thursday | □ | ||
| Friday | □ |
Printed from the free seegongsik Story Problems and Money teaching pack · seegongsik.com/au/y1/number/AC9M1N05/pack
From story to picture
A word problem is easier to solve once you can see it. This week starts with the modelling habit: read the story, draw a quick picture of what is happening, and let the picture show you whether to join or to count on. The answer follows the picture.
We are learning to
- listen to a story and draw a picture of it,
- write the matching number sentence,
- solve it and say the answer with its words (apples, children).
Success criteria
- I can draw a picture that matches the story.
- I can write the number sentence and the answer.
You need
A handful of counters (buttons, pasta or blocks), one set per pair. The part-part-whole mat (cut-out sheet 2). The worksheet, one per child.
Lesson flow (about 40 minutes)
| 10 min | Draw the story Tell one story slowly: there were 6 apples in the bowl, then Dad put in 5 more. Draw 6 dots, then 5 more dots, and count all of them. Ask: “What is happening in this story? Are we getting more, or fewer? Draw what you hear.” |
| 20 min | Picture, then number sentence Pairs draw and solve two stories with counters on the mat: 6 apples and 5 more, then 9 children on the bus and 4 more get on. After each picture, write the number sentence: 6 + 5 = 11, then 9 + 4 = 13. Ask: “Your picture shows the story. Now write the numbers that go with it. What is the answer?” |
| 10 min | Say it in words Children read their answer back with the words of the story, then draw one on the worksheet. Ask: “Eleven what? Say the whole answer: eleven apples altogether.” |
Two half-sessions instead? End Session A after the apples story. Start Session B by drawing the bus story from memory, then write its number sentence.
Watch for these ideas
- Guessing an answer without drawing anything: the picture is the point, not a lucky number.
- Drawing only one group and forgetting the second part of the story.
- Writing the two numbers side by side (a 6 and a 5 make 65) instead of joining the amounts.
Answers
- 6 apples and 5 more: 6 + 5 = 11. Eleven apples altogether.
- 9 children and 4 more: 9 + 4 = 13. Thirteen children altogether.
- Draw-your-own varies: check the picture shows both parts and the number sentence matches.
From story to picture
Read each story. Draw a picture. Write the number sentence, then the answer.
Story 1
There are 6 apples in the bowl. Dad puts in 5 more.
Number sentence: ____ + ____ = ____. There are ____ apples altogether.
Story 2
There are 9 children on the bus. At the next stop, 4 more get on.
Number sentence: ____ + ____ = ____. There are ____ children altogether.
Your own story
Draw a story where a group gets bigger. Write the number sentence and the answer: ____
The tuckshop
A tuckshop story is an adding story wearing coins. Today children buy two things and add the prices to find the total cost. The care point is keeping like with like: cents add to cents, dollars add to dollars.
We are learning to
- read the price of two items,
- add the two prices to find the total cost,
- keep cents with cents and dollars with dollars.
Success criteria
- I can add two prices.
- I can say the total cost with c or $.
You need
The play coins and the price cards (cut-out sheet 1), one set per pair. Counters if children want them. The worksheet, one per child.
Lesson flow (about 40 minutes)
| 10 min | Two things to buy Put out the price cards. Choose an apple for 50c and a juice for 40c. Lay the coins under each, then push the cents together to total them: 50c and 40c make 90c. Ask: “An apple is 50c and a juice is 40c. If we buy both, how much do we spend altogether?” |
| 20 min | Add the prices Pairs total two items with coins: apple 50c and juice 40c make 90c; then a dollar pair, a sandwich $2 and a muffin $1 make $3. Keep cents with cents, dollars with dollars. Ask: “Are these prices in cents or in dollars? Add the ones that match.” |
| 10 min | Say the total Children read the total cost with its unit, then fill the worksheet. Ask: “Ninety what? Say it fully: the two items cost 90c altogether.” |
Two half-sessions instead? End Session A after the cents pair. Start Session B with the dollar pair, $2 and $1.
Watch for these ideas
- Adding a cents price and a dollars price as if they were the same number (50c and $2 is not 52 of anything).
- Counting the coins of only one item and forgetting the second price.
- Writing the two prices side by side instead of adding the amounts.
Answers
- Apple 50c and juice 40c: 50c + 40c = 90c.
- Sandwich $2 and muffin $1: $2 + $1 = $3.
- Worksheet totals: 50c + 40c = 90c; 20c + 50c = 70c; $1 + $2 = $3.
At the tuckshop
Buy the two items. Add the prices with your coins. Write the total cost.
An apple and a juice
An apple is 50c. A juice is 40c. Buy both. Total cost: ____
Add the prices
| First price | Second price | Total cost |
|---|---|---|
| 50c | 40c | |
| 20c | 50c | |
| $1 | $2 |
Your own tuckshop order
Pick two price cards. Add the prices with coins and write the total cost: ____
Three stories, one picture
The power of a picture is that it does not care what the things are. The part-part-whole of 7 and 3 making 10 fits apples, birds or dollars just the same. When children see this, they stop drawing a brand-new picture for every problem and start reaching for a model they trust.
We are learning to
- see that one diagram can hold many stories,
- match different stories to the same part-part-whole picture,
- make up my own story for a given picture.
Success criteria
- I can match a story to the right picture.
- I can tell a story for a picture I am given.
You need
The part-part-whole mat (cut-out sheet 2) and counters, one set per pair. The worksheet, one per child.
Lesson flow (about 40 minutes)
| 10 min | One picture Build 7 and 3 on the part-part-whole mat, whole 10. Keep the counters there for the whole warm-up. Ask: “Here is 7 and 3, making 10. Hold that picture. We are not going to change it.” |
| 20 min | Three stories, same picture Tell three stories over the same mat: 7 red apples and 3 green apples; 7 birds on a wire and 3 more land; 7 dollars in the money box and 3 more. Each time, the parts are 7 and 3 and the whole is 10, so the picture never changes. Ask: “Different things, same numbers. Did the picture have to change? Why not?” |
| 10 min | Tell your own Children invent a story for 7 and 3 make 10, then complete the worksheet. Ask: “Give me a story where the parts are 7 and 3. What could the things be?” |
Two half-sessions instead? End Session A after the three stories. Start Session B by inventing new stories for the same 7 and 3.
Watch for these ideas
- Thinking each new story needs a brand-new picture, when the parts and whole are the same.
- Changing the numbers to match the objects (7 apples become 7, but 3 birds do not become 4).
- Reading the whole as a part, so the story loses its total of 10.
Answers
- All three stories fit 7 + 3 = 10: apples, birds and dollars share the one picture.
- Match: each story ticks the same model, 7 and 3 make 10.
- Own story varies: check the parts are 7 and 3 and the whole is 10.
Three stories, one picture
Here is one picture. Read the three stories. They all fit this same picture.
Do these stories fit the picture?
Tick the box if the story has parts 7 and 3 and a whole of 10.
- 7 red apples and 3 green apples in the bowl. Fits? □
- 7 birds on the wire, then 3 more land. Fits? □
- 7 dollars in the money box, then 3 more dollars. Fits? □
Your own story
Write your own story for the picture 7 and 3 make 10. Choose any things you like.
Change at the tuckshop
Change is a take-away story with money. You pay, the shop keeps the cost, and the rest comes back to you as change. The whole day rests on one careful move: take the cost away from what you paid, not the other way round.
We are learning to
- see change as what is left after the cost is taken from what you paid,
- work out the change with coins,
- take the cost from the amount paid, in that order.
Success criteria
- I can work out the change from a payment.
- I can take the cost away from what I paid.
You need
The play coins and price cards (cut-out sheet 1), one set per pair. The worksheet, one per child. Remind children that $1 is the same as 100c.
Lesson flow (about 40 minutes)
| 10 min | Pay and get change An item costs 60c. Hand over $1 (which is 100c). Count up the coins the shop keeps for the 60c, and the rest, 40c, is the change. Ask: “I paid $1 for something that costs 60c. How much money should come back to me?” |
| 20 min | Work out the change Pairs solve change stories with coins: pay $1 for a 60c item, change 40c; then pay $2 for a $1 item, change $1. Always take the cost away from what you paid. Ask: “Which number do we take away, the cost or the money we paid? Take the cost from the money paid.” |
| 10 min | Say the change Children count out the change and say it, then fill the worksheet. Ask: “Show me the change in coins. How much came back?” |
Two half-sessions instead? End Session A after the 60c item. Start Session B with the $2 payment.
Watch for these ideas
- Taking away the wrong way round (cost take away paid), which cannot give the change back.
- Giving the cost as the answer instead of the change that is left over.
- Forgetting that $1 is 100c, so the cents will not line up with the payment.
Answers
- Pay $1 for a 60c item: 100c take away 60c leaves 40c change.
- Pay $2 for a $1 item: $2 take away $1 leaves $1 change.
- Worksheet change: $1 for 60c gives 40c; $1 for 40c gives 60c; $2 for $1 gives $1.
Work out the change
Take the cost away from what you paid. The rest is your change. Use coins to check.
Pay $1 for a 60c apple
You pay $1. The apple costs 60c. Your change is ____. (Remember $1 is 100c.)
Work out the change
| You paid | It cost | Change |
|---|---|---|
| $1 | 60c | |
| $1 | 40c | |
| $2 | $1 |
Your own change story
Pick a price card and pay with a coin that is a bit more. Work out the change: ____
Check it back
A good mathematician does not just find an answer; they check it. Today children learn to work backwards: if adding gave the whole, then taking a part away should hand back the other part. The week closes by turning that habit on a wrong answer and fixing it.
We are learning to
- solve an adding problem,
- check it by taking a part away from the whole,
- find and fix an answer that does not check.
Success criteria
- I can check an answer by working backwards.
- I can spot and fix a wrong answer.
You need
Counters, one set per pair. The worksheet, one per child. The mini-check is ready when you are.
Lesson flow (about 40 minutes)
| 10 min | Solve, then check Solve 8 + 5 together and get 13. Now work backwards: 13 take away 5 should come back to 8. It does, so the answer checks. Ask: “We think 8 and 5 make 13. If that is right, what should 13 take away 5 give us?” |
| 20 min | Check it back Pairs solve and check: 8 + 5 then 13 - 5; 7 + 6 then 13 - 6. Then meet a wrong answer: a child wrote 6 + 5 = 12. Check it back: 12 take away 5 is 7, not 6, so it is wrong. The right answer is 11. Ask: “Does this answer check? If taking a part away does not come back to the other part, what does that tell us?” |
| 10 min | Fix and finish Children solve, check and fix on the worksheet, then write a check for a partner to try. |
Two half-sessions instead? End Session A after solve-and-check. Start Session B with the wrong answer, then the mini-check.
Watch for these ideas
- Not checking at all: an answer is only trusted once it checks back.
- Taking away the wrong part, so the check cannot come home to the other part.
- Seeing the check fail but leaving the wrong answer instead of fixing it.
Answers
- 8 + 5 = 13; check 13 - 5 = 8. It checks.
- 7 + 6 = 13; check 13 - 6 = 7. It checks.
- 6 + 5 is not 12. Check: 12 - 5 = 7, not 6. The right answer is 11 (and 11 - 5 = 6 checks).
- Own check varies: check the backwards step really returns to the other part.
Solve it, then check it back
Solve each problem. Then check it back: take a part away and see if you come home.
| Solve | Answer | Check it back | Come home? |
|---|---|---|---|
| 8 + 5 = | 13 - 5 = | ||
| 7 + 6 = | 13 - 6 = |
Spot the mistake
A child wrote 6 + 5 = 12. Check it back: 12 take away 5 is ____. Does it come home to 6? ____
The right answer is ____. Check: 11 take away 5 is ____.
Your own check
Write an adding problem and its answer for a partner. Ask them to check it back.
Play coins and price cards
Cut out the coins and the price cards. Use them on Day 2 to add two prices, and on Day 4 to pay and work out the change. The same coins and cards work all week.
Play coins
Teacher note: these are the everyday Australian coins, 5c, 10c, 20c, 50c, $1 and $2. Remind children that $1 is the same as 100c.
Tuckshop price cards
Teacher note: the prices are simple on purpose, so children can add two of them or work out the change with the coins above.
Part-part-whole mat
Cut out the mat. Put one part in each top box and the whole in the long box below. Use it to turn a story into a picture on Day 1, to hold the same picture for three stories on Day 3, and to check an answer on Day 5. One mat per pair is plenty.
Teacher note: the mat holds the same picture the screen shows in “Three stories, one picture”. Fill the two parts, push them into the whole, and the count in the whole is the total.
What we know: Story Problems and Money
Work on your own. Use a picture or coins if you need them.
- There are 7 ducks on the pond. 6 more swim over. Draw it. How many ducks now? ____
- A banana is 50c and a small cake is 30c. Buy both. Total cost: ____
- Story: 6 apples, then 3 more apples. Tick the picture that fits: 6 + 3 = 9 □ or 6 - 3 = 3 □
- You pay $1 for a 70c drink. How much change do you get? ____ (Remember $1 is 100c.)
- You worked out 9 + 4 = 13. Check it back: 13 take away 4 is ____. Does it come home to 9? ____
Answers and marking guide
Answers
- 13 ducks (7 + 6 = 13).
- 80c (50c + 30c = 80c).
- 6 + 3 = 9 fits (the story adds a part to a part).
- 30c change (100c take away 70c leaves 30c).
- 9 (13 - 4 = 9), and yes, it comes home to 9, so the answer checks.
A quick three-level guide
| Idea | Working towards | At standard | Beyond |
|---|---|---|---|
| Model a story (Q1, Q3) | guesses without a picture | draws or picks a picture that fits the story and solves it | writes the number sentence and explains why the picture fits |
| Add prices (Q2) | adds cents and dollars as if the same | adds two prices in the same unit to find the total cost | says the total with its unit and checks it with coins |
| Work out change (Q4) | takes away the wrong way round | takes the cost from what was paid to find the change | counts the change in coins and knows $1 is 100c |
| Check it back (Q5) | does not check the answer | checks by taking a part from the whole and coming home | uses a failed check to find and fix a wrong answer |
Five questions, four ideas. A child at standard answers most questions and can model or check with a picture or coins.
Weekly class record
Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.
| Name | Models a story | Adds prices | One picture, many stories | Works out change | Checks it back |
|---|---|---|---|---|---|
The five columns are the five days: model a story, add prices, one picture for many stories, work out change, and check it back.