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Standards-based assessment and Instruction

Instructional Task: Grade 1

Carrot Sticks for Snack

Task

Mom puts fourteen carrot sticks on a plate. Rita eats six of them for snack. Mom wants to know how many carrot sticks are left on the plate. How many carrot sticks are left on the plate? Show all your mathematical thinking.

Alternative Versions of Task

More Accessible Version

Mom puts seven carrot sticks on a plate. Rita eats four of them for snack. Mom wants to know how many carrot sticks are left on the plate. How many carrot sticks are left on the plate? Show all your mathematical thinking.

More Challenging Version

Mom puts twenty-four carrot sticks on a plate. Rita eats eight of them for snack. Rita gives seven of them to her friend to eat for a snack. Mom wants to know how many carrot sticks are left on the plate. How many carrot sticks are left on the plate? Show all your mathematical thinking.

 

Strategies for Addition and Subtraction Unit

The Strategies for Addition and Subtraction Unit involves understanding the processes of addition and subtraction in order to solve problems and answer questions such as:

  • If we know all of the parts, how can we find the whole?
  • If we know the whole and one of the parts, how can we find the missing part?
  • Given an equation, can you create an addition or subtraction situation to match it? How can you prove it matches the equation?
Standards covered in this Unit include: 1.3A, 1.3D, 1.3E, 1.3F, 1.5D, 1.5G

Exemplars Task-Specific Evidence

This task requires students to solve subtraction problems in which the difference is unknown. Students also need to have number sense to 14.

TEKS Mathematical Process Standards

  • 1.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
  • 1.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
  • 1.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
  • 1.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Underlying Mathematical Concepts

  • Number sense to 14
  • Subtraction — difference unknown (take from)

Possible Problem-Solving Strategies

  • Model (manipulatives)
  • Diagram/Key
  • Number line
  • Tally chart
  • Table

Possible Mathematical Vocabulary/Symbolic Representation

  • Model
  • Diagram/Key
  • Number line
  • Tally chart
  • Table
  • More than (>)/Greater than (>)/Less than (<)
  • Equivalent/Equal to
  • Minuend/Subtrahend
  • Difference
  • Number
  • Odd/Even
  • Equal shares
  • Amount
  • Total/Sum
  • Halves, half of

Possible Solutions

There are 8 carrots sticks left on the plate.

 

 

 

 

 

 

 

More Accessible Version Solution

There are 3 carrot sticks left on the plate.

More Challenging Version Solution

There are 9 carrot sticks left on the plate.

Possible Connections

Below are some examples of mathematical connections. Your students may discover some that are not on this list.

  • Rita ate 2 less carrots than left on the plate.
  • Rita ate an even amount of carrots.
  • Rita left an even number of carrots on the plate.
  • 7 is half the total amount of carrots.
  • Relate to a similar task and state a math link.
  • Solve more than one way to verify the answer.
  • Addition is used to confirm the subtraction in the task.
  • Even – Even = Even

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Here's What People Are Saying

The Exemplars program is designed to assess students' problem-solving and mathematical-communication skills. It also supports higher-level thinking and extension of mathematical reasoning.

S. Dement
Teacher

Converse, TX

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