An example number story with 10 basketball sprites and six soccer ball sprites. How many more basket balls are there than soccer balls?


Students work individually to complete a Planning Page for their Number Story. Then they will use Scratch to illustrate their Number Story. When they finish they will use a checklist to make sure they have include all the required elements. The Scratch activity they create will only include the first two sprites that give the facts. They will not create the sprite that gives the answers. When they are finished another student will read their unfinished activity, find the correct answer, and create a sprite that will give that answer. When the second student is finished then each student’s number story will be complete.



  1. This activity has two parts. During the first part, students use the Final Project Planning Page to create their story. Check each student’s story before allowing a student to begin the second part. In the second part, students will use Scratch to illustrate their stories.
  2. Open and discuss this activity, Basketballs and Soccer Balls. Notice this asks, “How many more?” Look at the script to see how this was done. The only changes were in the speech bubbles.
  3. Review all the types of number stories in this unit, including examples of the How Many Pockets? and the Cats and Dogs activities.
  4. Tell students they will create their own stories today. But they will only create two sprites. They are going to create the facts for their story, not the answers. The last sprite that gives the answer will be created by another student. So they are creating a quiz for someone else to take. Show the example Scratch activity, Basketballs and Soccer Balls..
  5. Give students a copy of the Planning Page. Go over the directions.
  6. After each student has had their story approved, give them a copy of the Final Project Checklist. Go over the directions.
  7. Allow time for students to complete another’s story by adding a sprite that gives the answers.


  • Ask students to create a two step problem for their activity.


  • Decide if the stamping activity is too much for some students. Allow them to create a project like Cats and Dogs or Counting Pockets instead which do not include stamping in their illustrations. For those students use the Accommodations Checklist instead.

Common Core:

2MD.10, 2NBT.5, 2OA.1, 2MD.5, 2NBT.7

CT/CS Standards:

CS—Debugging, Conditionals, Decomposition, Pattern Recognition
CT—L1:3.CT.1&2, L1:3.L.1&2, L1:3.CPP.4, L1:3.CD.1, L1:3.CI.1&

Champaign Unit 4 School DistrictKenwood Elementary School: bright stars, bright futures
College of Education at IllinoisUChicago STEM EducationNSF
These lessons were written by Judy Rocke based on lessons developed at Kenwood Elementary School in the Champaign Unit 4 school district. Funding was provided by the National Science Foundation under award number 1542828. These lessons are intended to be used alongside the EM-4 curriculum.

Lessons prepared as web documents in Summer 2017. Contact us for updated lesson plan materials.