Students will use the numbers 0 to 10 to solve word problems in this lesson by applying their addition and subtraction skills. At the end of this lesson, students are going to:
- Use drawings or objects to represent the problem when solving addition and subtraction word problems within ten.

- How does effective communication benefit from mathematics?
- How are relationships mathematically represented?
- How can identifying regularity or repetition help with problem-solving efficiency?
- How do we represent, compare, quantify, and model numbers using mathematics? Do we see any patterns?

- Addition: Putting numbers together. 
- Equal: The same in value. 
- Subtraction: Taking numbers away.

- counting manipulatives 
- Addition and Subtraction Word Problems sheets (M-K-3-3_Addition and Subtraction Word Problems and KEY)

- Use the Addition and Subtraction Word Problems (M-K-3-3_Addition and Subtraction Word Problems and KEY) to evaluate students' comprehension of translating and resolving word problems involving addition and subtraction. 
- Observations during the lesson can be used to make ongoing formative assessments, with a particular focus on students' accuracy in translating word problems into corresponding number sentences.

Explicit instruction, modeling, scaffolding, and active engagement
W: Read a word problem that involves Bennett and his mother going fishing, or modify it so that the students find it in a more engaging context. 
H: Talk about methods for utilizing counting manipulatives to solve the problem. Request that students write a number sentence that corresponds to their solution and model it. 
E: To help pupils better grasp the meaning of each operation, have a deliberate conversation about how to determine whether addition or subtraction should be used to solve the word problem. 
R: Observe how addition joins sets and subtraction removes objects from sets in these examples of operations. 
E: Assign students to finish the worksheet on addition and subtraction word problems. Ask pupils to describe how they determined which operation to apply. 
T: Keep your attention on the significance of addition and subtraction. Motivate students to narrate original stories that fit into number sentences. 
O: Students use their understanding of addition and subtraction of numbers within ten to work through word problems. The main goal is to convert the word problem into a numerical sentence by selecting the right operation based on the definitions of addition and subtraction. 

Say to the class, "We have been working on adding and subtracting. We'll now use addition and subtraction to solve problems." Remind students that they are free to use the counters as needed.

Aloud, say this word puzzle: "Bennett caught five fish. His mother caught three fish. In total, how many fish did they catch?"

Instruct students to model the problem using their counters. "In total, how many fish did Bennett and his mother catch?" (8) Have a student demonstrate how they handled the problem.

"How can we solve this problem with a number sentence?" (5+3 = 8). "Why do we employ addition? Why isn't this a subtraction problem?"

After asking them to turn and discuss with a partner, invite them to present their ideas to the class.

The idea that addition joins sets of objects together and subtraction separates them should be emphasized repeatedly. One of the most important things you can do to support students' success is to assist them in determining which operation to use in word problems.

Aloud, say this word puzzle: "Ellery had six markers. She gave Ayden one. How many markers does Ellery still have?" (5) Invite a few students to demonstrate their approach to problem-solving. Students should simulate the scenario using the counters. "What numerical sentence can we construct to solve this problem?" (6 - 1 = 5) "Why is subtraction used? Why isn't this an addition problem?" Once more, have students explain that Ellery gave away some markers and that this is a subtraction problem. Mark the board with six markers, covering the one she gave Ayden with a large X, for visual aid purposes. This helps students recognize the numbers 6, 1, and 5 in the number sentence.

Say the following word puzzle out loud: "Six boys were having fun at the park. At the park, three girls were having fun. How many boys and girls together were playing in the park? " To solve this puzzle, ask students to sketch a picture. "How can we express this problem using a number sentence?" (6+3 = 9) "Why is addition used to solve this problem? Why isn't subtraction used?"

Say the following word puzzle out loud: "Seven kids were having fun at the park. After school, three kids went home for lunch. How many kids were still having fun in the park?" To solve this puzzle, ask students to sketch a picture. "What numerical sentence can we write to illustrate this issue?" (7 - 3 = 4) "Why is subtraction used to solve this problem? Why is addition not used?"

On the board, write the number sentence 4 − 3 = 1. Tell a tale to the class that ties in with this number sentence. To ensure it matches, ask students to act out your story using their counters. Students should now be asked to share tales that relate to this number sentence. If students are having trouble, suggest a fun topic for them, like boats or kittens. Ask students to use counters to model each story after it has been told to ensure that it matches the number sentence.

On the board, write the number sentence: 1 + 8 = 9. Tell a tale to the class that ties in with this number sentence. Request that students use counters to model the number sentence. Students should tell stories that fit this number sentence, and other students should use counters to model each story.

Give the students the M-K-3-3_Addition and Subtraction Word problems and Key worksheets for addition and subtraction. For every problem, instruct students to write the matching number sentence.

Extension:
To modify the lesson to your student's needs, use the following strategies and activities:

Routine: Write a number sentence on the board every time you add or subtract. Request that students relate a tale to the number sentence.

Remediation: Assist students in modeling the word problems' actions if they are having trouble converting them into number sentences. Make a conscious effort to highlight the differences between addition and subtraction while modeling the process, so that students can develop their ability to distinguish between them.

Small Group: Assign a number sentence to each member of the group. Request that each student share a story related to his or her number sentence with the class. The remaining students in the group should use counters to model the word problem and confirm that the word problem and the number sentence match.

Expansion: Assign students to write a book containing their word puzzles. For given number sentences, students can create word problems, which they can then solve with drawings.