Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

Multi-Step Story Problems

Active learning helps young children grasp multi-step story problems because it connects abstract numbers to real-life actions. When students physically move objects or act out scenarios, they build a clear mental sequence of operations, making the abstract steps of addition, subtraction, or division more concrete and memorable.

• NCCA Curriculum Specifications
• NCCA: Primary - Problem Solving
• NCCA: Primary - Number

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Collaborative Problem-Solving
• 35 min · Small Groups

Role-Play: Chair Challenge

Read a story about children joining a group at tables. Provide toy chairs and figures for small groups to act out: count initial seats, add new children, then check if enough chairs exist. Groups share their steps with the class using a whiteboard sketch.

How many chairs do we need if 5 children are sitting and 2 more are coming?

Facilitation Tip

During Chair Challenge, circulate and ask guiding questions such as, 'How many chairs do you need right now? What happens when 2 more children join?' to reinforce sequencing.

What to look for

Provide students with a simple two-step problem, such as: 'There are 6 red apples and 4 green apples in a basket. If you share them equally between 2 friends, how many apples does each friend get?' Ask students to write down the steps they took and the final answer.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 02

• Collaborative Problem-Solving
• 25 min · Small Groups

Manipulatives: Crayon Sharing

Distribute 10 crayons per group and assign group sizes from 2 to 5. Students group crayons equally, record steps like 'make piles first, then count per person.' Discuss variations and draw the process in journals.

Can you work out how to share these 10 crayons so everyone in your group gets the same?

Facilitation Tip

For Crayon Sharing, model fair division by creating equal piles yourself before letting students try, so they see the process clearly.

What to look for

Present a problem like: 'Sarah has 8 stickers. She gives 3 stickers to Tom and then gets 5 more from her mom. How many stickers does Sarah have now?' Ask students to explain in their own words the two steps needed to solve this and what operation they used for each step.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 03

• Collaborative Problem-Solving
• 30 min · Pairs

Drawing Steps: Problem Journals

Present problems orally or via pictures, like buying apples then eating some. Individually, students draw pictures for each step, label operations, and write a sentence summary. Pair up to explain drawings and verify answers.

What steps did you take to solve this problem?

Facilitation Tip

In Problem Journals, provide sentence starters like, 'First I counted... Then I...' to scaffold their written steps.

What to look for

Give students a collection of counters or blocks. Pose a problem: 'You have 10 counters. You give away 4. Then you get 3 more. How many do you have?' Observe students as they use the manipulatives to act out the problem and determine the final quantity.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 04

• Stations Rotation
• 40 min · Small Groups

Stations Rotation: Story Scenarios

Set up stations with props for problems: shopping (add/subtract items), playground (join/leave friends), snacks (share food). Groups rotate, solve using materials, record steps on templates, and rotate every 7 minutes.

How many chairs do we need if 5 children are sitting and 2 more are coming?

Facilitation Tip

At Station Rotation, set up a timer for each scenario so students practice pacing their steps under gentle pressure.

What to look for

Provide students with a simple two-step problem, such as: 'There are 6 red apples and 4 green apples in a basket. If you share them equally between 2 friends, how many apples does each friend get?' Ask students to write down the steps they took and the final answer.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach multi-step problems by first modeling the habit of rereading the problem aloud before starting. Use think-alouds to show how to pause and ask, 'What do I know? What do I need to find?' Research shows that students benefit from visual timelines or step cards to map out actions. Avoid rushing to the answer—emphasize the process over speed, and celebrate mistakes as learning moments.

By the end of these activities, students will break problems into logical steps, explain their reasoning with peers, and use tools like drawings or counters to verify their answers. They will show confidence in sequencing actions and checking their work before sharing solutions.

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Watch Out for These Misconceptions

• During Chair Challenge, watch for students who add all numbers immediately without first counting the initial group or acting out the arrival of new children.

  Pause the role-play and ask, 'How many children are sitting right now? Show me with your fingers or props.' Guide them to count first, then add the new arrivals step by step.

• During Crayon Sharing, watch for students who distribute crayons one at a time without grouping them into equal piles first.

  Have students pause and count all crayons aloud, then ask, 'How many piles should we make? Let’s try making equal piles before giving any away.' Encourage trial and adjustment with the manipulatives.

• During Problem Journals, watch for students who skip rereading the problem midway and miscalculate totals.

  Model rereading aloud as part of the journal process, pointing to each step. Ask peers to share how they restated the problem to reinforce the habit of checking details.

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Methods used in this brief

• Collaborative Problem-Solving
• Stations Rotation