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K-5 Grade 1 Unit 8 Lesson 6

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•K-5 Math 6-8 Math 9-12 Math

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Kindergarten •Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 •Unit 8

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 •Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

K-5
6-8
9-12

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

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Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

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Lesson 3
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Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
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IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Lesson 6

Warm-up Activity 1 Activity 2

Unit 8, Lesson 6

Compare Story Problems

Grade 1

Warm-up

Which 3 go together?

Activity 1

Solve each problem.
Show your thinking using drawings, numbers, or words.

Lin has 7 tickets for rides.
Mai has 12 tickets.
How many more tickets does Mai have than Lin?
The cotton candy booth sells 17 bags of blue cotton candy.
They sell 7 bags of pink cotton candy.
How many more bags of blue candy do they sell than pink candy?
Tyler picks a prize.
There are 13 toys and 9 stuffed animals.
How many fewer stuffed animals are there than toys?
The Ferris wheel holds 20 people.
The swings hold 14 people.
How many fewer people do the swings hold than the Ferris wheel?

Ferris wheel.

Activity 2

Write and answer 2 questions using the information.
Use the picture for the first one if it is helpful.

Diego goes on 7 rides.
Priya goes on 11 rides.
Jada goes on 3 rides.
Kiran goes on 6 rides.
Noah goes on 9 rides.

Standards Alignment

Building On

Addressing

1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

View Full Standard

1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

View Full Standard

1.OA.2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

View Full Standard

1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

View Full Standard

Building Toward