This standard (1.OA.1) asks students to solve all kinds of word problems, including problems where they must compare two known quantities. In this lesson, students make sense of comparison problems (MP1) and think critically about what those problems are asking. Then students focus on efficiency-students may start with direct modeling with cubes, but this lesson asks them to also look at how other students solve problems.
Yesterday, we played a game where we were looking at how many more one partner had than another. Today, we are going to look at how we can compare 2 numbers in a story problem. You are going to get 5 minutes to play the game from yesterday to practice comparing the numbers.
Connect to the Real World:
This is important because we often have to think about comparisons-who has more points? Who has fewer treats?
Your thinking job is: What strategies can I use to solve “How many more” problems quickly? How can I show what I did?
I have a story problem to tell you about. This story is all about a problem that Coach Brown has. He sent it to us to figure out!
Present Problem: Coach Brown has 5 basketballs. Coach Williams has 11 basketballs. Coach Brown is jealous! Who has more basketballs? How many more?
Take a second to think about how we could solve this problem.
Partner Talk: How might we go about solving this problem? What might be a good first step? Think about our game from yesterday.
Student Work Time:
Students solve this problem at their desks, then come back together and do a student share. You can watch how one student solved in the attached Direct Modeling strategy video. In this video, I discuss the strategy with this student and his strategy was one I chose to share during the strategy share.
Strategy Share: I'll choose 2 students to share their strategies and our discussion will be around comparing the two strategies. I chose one direct modeling strategy and another student who used counting on.
Group A: Intervention Group
Students get story problems with numbers under 10. Students use cubes as a support, and create a graph to match the data. Because students will have had so much experience with data comparison, this will give them an extra scaffold.
Group B: Right on Track
Students solve problems with numbers under 20.
Group C: Extension
Students solve problems with numbers under 50.
Independent Practice problems are attached: Comparison Story Problems.pdf.
Bring students back together and share a strategy of a student who used counting on or number facts. I want the last strategy students hear to be a strategy that moves students away from direct modeling! This sets students up for future comparison story problems.