One of the new lessons in elementary school mathematics textbooks according to the 2015 revised curriculum is “Telling the Stories of Addition and Subtraction in Pictures” in the first grade, which is intended to the students’ experiences in telling the stories of addition and subtraction in various situations before their formalization. However, the unfamiliarity of this lesson is expected to cause difficulties for teachers with no previous experience to design and implement their classes. Thus, the purpose of this study is to induce some didactical implications for the teaching and learning activities of the lesson “Telling the Stories of Addition and Subtraction in Pictures” by analyzing two teachers’ perceptions and teaching practices. Specifically, teachers’ perceptions were analyzed in terms of lesson objectives, essentials, challenges, and effects, and teaching practices in terms of class preparation, class development, and teaching strategy by open coding of interviews, class videos, and recording files. Based on the analysis results, several discussions in relation to the location of this lesson in the unit, the need for teacher guidance, insufficient time, the integration of addition and subtraction situations, the use of non-textbook pictures, and the various semantic situations of the operations were included.