Going on a picnic

Going on a picnic

Auto-markingPencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about adding and subtracting numbers.
picnic basket
The Harper whānau go on a birthday picnic.

Question 2Change answer

a) They invite 15 friends, but 4 could not come.

    How many of their friends came to the picnic? 

Question 2Change answer

b) The Harper whānau brought 5 bottles of juice, 2 bottles of coke, and 3 bottles of lemonade.

    Their friends brought 6 bottles of juice.

    How many bottles of drink are there altogether? 

Question 2Change answer

c) There were 45 pieces of chicken.

    The Harpers ate 12 and their friends ate 16.

    How many pieces of chicken were left? 

Task administration: 
This task can be completed with pencil and paper or online (with auto-marking displayed to students).
Levels:
1, 2
Curriculum info: 
Maths, Number and Algebra, Number Strategies
Keywords: 
addition, subtraction
Description of task: 
Students answer questions that involve adding, and subtracting several numbers.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Additive thinking, sets 1-4
Additive thinking, set 5
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
    Y4 (11/2013)
a) 11 very easy
b) 16 very easy
c) 17 very easy

Based on an online sample of 52 Y4 students.

Diagnostic and formative information: 
  Common errors [likely reasons] Next steps

a)

 

b)

12 

[Uses "inclusive counting", e.g., 15, 14, 13, 12]

15 
[Uses "inclusive counting", e.g., 10, 11, 12, 13, 14, 15]
 The student may need to do the problems on materials. Starting with 15, get them to say "Take 1 away and I have 14".
c)
23 (or 13)
[Uses subtraction but takes away the bigger digit from the smaller]
 Students may explore similar subtractions where the strategy does not work (e.g., 65 - 57, which should be single digit).
Students could to show their working on the number line.
c)
27
[Crosses the tens boundary without "renaming"]
 Students could explore renaming using money ($10 and $1 notes).

  • Firstly take off 3 $10s.
  • Then substituting 10 $1 for $10
  • Then take 8 lots $1 away from 14 lots of $1

This demonstrates a correct "renaming" of $10 as 10 lots of $1.
 
For more information about addition, including different strategies students employ (including work samples) click on the link: Solving maths problems
For more information about subtraction, including different strategies students employ (including work samples) click on the link: Solving more maths problems