Lesson | Loading...

Activity 1

15 mins

Get Out Your Dry Erase Boards

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR6 Three Reads

Materials

To Gather

Connecting cubes or two-color counters

Activity Narrative

The purpose of this activity is for students to solve a modified Compare, Difference Unknown story problem. The problem asks students to compare the quantities in the problem and then determine the size of the difference. The problem context also intentionally elicits matching strategies. Students begin the activity by looking at the problem displayed, rather than in their books. They make sense of the bigger amount and smaller amount before working on the problem, giving them an entry point for addressing both - “are there more?” and “how many more?” questions. When students open their books and work on the problem, they should have access to connecting cubes or two-color counters. In the Activity Synthesis, highlight the ways students describe how they represent each amount and how they see the difference (“how many more?”) in their representations.

This activity uses MLR6 Three Reads. Advances: reading, listening, representing.

MLR7 Compare and Connect. Synthesis: After all methods have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “How are the methods similar? How are they different?”
Advances: Representing, Conversing

Launch

Groups of 2
Give students access to connecting cubes or two-color counters.

Activity

MLR6 Three Reads

Display only the problem stem, without revealing the questions.
“We are going to read this problem three times.”
1st Read: “There are 9 dry erase boards. There are 6 markers.”
“What is this story about?”
1 minute: partner discussion
Listen for and clarify any questions about the context.
2nd Read: “There are 9 dry erase boards. There are 6 markers.”
“What are all the things we can count in this story?” (the dry erase boards, the markers, the total of both items)
30 seconds: quiet think time
1 minutes: partner discussion
Share and record all quantities.
Reveal the questions.
3rd Read: Read the entire problem, including questions aloud.
“What are different ways we can solve this problem?” (I can use red connecting cubes for the dry erase boards and blue for the markers. I can draw circles for the dry erase boards and lines for the markers.)
30 seconds: quiet think time
1 minute: partner discussion
"Solve the problem."
3 minutes: independent work time
“Share your thinking with your partner.”
2 minutes: partner discussion
Monitor for students who represent the problem by matching the quantities and can describe how their representation shows how many more.

Student Task Statement

There are 9 dry erase boards.
There are 6 markers.
Are there more dry erase boards or more markers?
How many more?

Show your thinking using drawings, numbers, or words.

Activity Synthesis

Invite 1–2 previously identified students to display and share their work.
For each student, ask:
- “Where do you see how they showed the bigger amount?”
- “Where do you see how they showed the smaller amount?”
- “Where do you see how many more?”
As needed, ask, “How did they figure out how many more?”

Activity 2

20 mins

Compare Problems

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes or two-color counters

Activity Narrative

The purpose of this activity is for students to represent and solve Compare, Difference Unknown story problems. The problems in this activity continue to ask students to identify which quantity has more (or fewer) and how many more (or fewer) as separate questions. However, the contexts do not explicitly involve matching.

In addition to the different ways students may choose to represent the problem, listen for the ways they determine how many more or fewer. For example, students may think about determining the difference in the following ways or may come up with a different way of thinking about the difference.

Count on from the smaller quantity to the larger quantity.
()

Match the sets and then count how many don’t have a partner. ()

The equations in parenthesis illustrate a way you could annotate student thinking as they share in the Synthesis. Students are not expected to produce equations at this point in the unit.

Representation: Access for Perception. Provide appropriate reading accommodations and supports to ensure student access to story problems.
Supports accessibility for: Language, Visual-Spatial Processing

Launch

Groups of 2
Give students access to connecting cubes or two-color counters.
Read the story problem about the folders.
As needed:
- “Tell your partner what this story is about and what we have to answer.”
- 1 minute: partner discussion
- Monitor for students who accurately retell the story without revealing the answer. Choose at least one student to share with the class.

Activity

Reread the story problem about the folders.
”Solve the problem with your partner. Show your thinking using objects, drawings, numbers, or words.”
2–4 minutes: partner work time
Consider asking:
- “How did you show the folders?”
- “How did you show the pens?”
- “How did you figure out how many fewer folders?”
Monitor for the different ways students represent the folders and discuss how they determined “how many fewer?”
Invite 1–2 partners to share.
Read the story about pencils and markers.
“Solve the problem. Use objects, drawings, words, or numbers to show your thinking. Be prepared to share your thinking with your partner.”
2 minutes: independent work time
2 minutes: partner discussion
Monitor for students who describe:
- Counting on from the smaller quantity to the larger quantity.
- Matching the smaller quantity to the larger quantity and counting what is left.

Student Task Statement

There are 7 folders.
There are 9 pens.
Are there fewer folders or pens?
How many fewer?

Show your thinking using drawings, numbers, or words.
There are 5 pencils.
There are 8 markers.
Are there more pencils or markers?
How many more?

Show your thinking using objects, drawings, numbers, or words.

Activity Synthesis

Invite previously identified students to share.
“How is their work the same? How is it different?” (They both showed 5 pencils and 8 markers. They both thought about lining them up. One shows counting from the pencils to the markers. The other just matches everything and counts what is left.)
“Where is the answer to 'how many more?' in each representation?” (The answer is the same. It’s the number that counted on or that isn’t matched up.)

Lesson | Loading...

Navigation

Gradeband

Course

Unit

Lesson

Settings

Language

Audience

Assessment Access

Lesson 12

How Many More? How Many Fewer?

Warm-up

How Many Do You See: 10-frames

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Get Out Your Dry Erase Boards

Standards Alignment

1.OA.1

1.OA.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Compare Problems

Standards Alignment

1.OA.1

1.OA.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

1.OA.5

1.OA.6

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?