Picture Addition Stories

Overview

Students use pictures, counters and part–whole representations to solve addition problems to 20. The lesson builds on recognising and combining small collections, developing a clear connection between a pictorial representation and an addition equation.

Learning intentions

• WALT represent addition problems with pictures and objects.
• WALT combine two parts to find a total up to 20.
• WALT record a picture addition as an addition equation.
• WALT explain how we know our answer is correct.

Success criteria

• I can draw or use objects to show two parts.
• I can count all the objects to find the whole.
• I can write an addition equation to match my picture.
• I can explain my thinking using “___ plus ___ equals ___”.

Curriculum links

• Mathematics and Statistics — Number: using additive thinking to combine quantities and solve problems within 20.
• Mathematics and Statistics — representing mathematical ideas with objects, pictures, words and symbols.
• Mathematics and Statistics — communicating mathematical thinking and explaining how an answer was found.
• Mathsteasers: developing higher-order thinking and deepening understanding through appropriately challenging mathematical questions.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up. Display the opening picture prompt showing two groups of classroom objects, such as 4 pencils and 3 pencils. Ask, “How many pencils altogether? How could we prove it?” Students think, talk to a partner, then share different ways to count the total. Avoid introducing the written equation until students have described the two groups.

2. 5–13 min · Teach and model. Use the pictorial addition teaching slides to model a story such as, “There are 6 birds in a tree. 5 more birds arrive. How many birds are there now?” Build the two parts with counters, draw two groups, circle the whole, and write 6 + 5 = 11. Explicitly connect the language: first part, second part, altogether/whole, plus and equals. Model counting all, then demonstrate counting on from the larger number where appropriate. Ask, “What does each number show?” and “How does the picture prove the answer?”

3. 13–18 min · Guided practice. Present three pictorial problems on the guided practice slides. Solve the first together, with students placing counters or sketching the two parts on mini-whiteboards. Students solve the next two independently, then hold up boards. Check that pictures show two separate parts and that the equation matches the picture, not just the answer.

4. 18–32 min · Partner activity. Give pairs counters and distribute the Number Bonds Task Cards. Students choose or receive cards suitable for their confidence, build each number bond, and explain the parts and whole to their partner. They then record two completed examples on the pictorial addition worksheet by drawing the parts, writing an addition equation and completing the total. Circulate and ask, “What are the two parts?”, “How did you count?”, and “Can you show it another way?” Select one efficient or clearly explained example to share.

5. 32–39 min · Independent application. Use the independent challenge slides to show two short addition stories to 20, for example, “Mia has 8 shells and finds 7 more” and “There are 13 apples; 4 are eaten.” Students represent each story with a drawing or counters, write the matching equation and solve it on the worksheet. Encourage students to label the parts and check by recounting or using a number line.

6. 39–45 min · Wrap-up and assessment. Revisit the learning intention using the plenary slides. Invite two students to explain different representations for 9 + 6. Ask the class to identify the two parts and the whole. Students complete the final question on the worksheet: draw a picture for 7 + 5 = 12 and finish the sentence, “I know because…”. Collect worksheets as students leave or review them immediately.

Resources

• the complete picture addition slide deck
• the pictorial addition worksheet
• the Number Bonds Task Cards
• Linking cubes or two-colour counters
• Mini-whiteboards, pens and erasers
• Pencils and crayons
• Floor or table space for partner work
• Optional 0–20 number lines

Assessment

• During the warm-up and guided practice, listen for students identifying two parts and the whole, rather than simply stating a memorised answer.
• Check mini-whiteboards and partner explanations for accurate pictures, matching equations and totals no greater than 20.
• Use the completed worksheet and final drawing to identify whether each student can represent, solve and explain a pictorial addition problem independently.

Differentiation

• Support students with counters, a 0–20 number line, pre-drawn circles for the two parts and sentence starters: “I had ___, then ___ more. Altogether there are ___.”
• Work with a small group using totals to 10 first, then move towards 20; allow students to physically move counters while saying each number.
• Pair students thoughtfully so that partners alternate as builder, recorder and explainer. Use pictures and gestures alongside mathematical language for learners developing English.
• Extend confident students by asking them to create their own addition story to 20, represent it in two ways and explain whether changing the order of the parts changes the total.