Review: I connect this concept to comparing data in graphs (1MDC4); it helps students come in with a schema for what to expect!
When we were working on graphing, we practiced asking some important questions about our data: seeing “how many more” votes one choice got, or “how many less” another got. We call this comparing. We are going to compare 2 numbers off of a graph today.
We compare things all the time! How many more points one team has, how many more cookies you got than I ...
Today, we are going to look at some comparison problems and ask the question: “How many more?” Your job is to be able to show how many more one person has than another.
When we compare two numbers, we ask how many more or how many less. When we compare two numbers, we are looking for how the numbers are different.
I have two towers here. One tower is red because it is representing all of the red toy cars I have. The other tower is green. It represents all the green toy cars I have.
Present Problem: Ms. Cole has 14 red cars and 10 green cars. Does she have more red cars or green cars? How many more?
Now we have one more question. How many more red cars do I have? When we are comparing two numbers, remember that we are looking for how the two numbers are different.
Choose 1 student to come and model how to figure out how many more red cars there are. Most students will "break" off the extra and count the extra cubes.
At your desks, you are going to play a game called "Who has more?"
In this game, you are going to get 2 dice. The tricky part of this game is you have to remember to add the two numbers together. Each person will add the two numbers together before they build their towers.
Game Rules: See Who Has More? Chart Paper for my anchor chart with the game rules on it.
1. Each partner rolls 2 dice.
2. ADD THE 2 DICE TOGETHER.
3. Each partner builds the two towers.
4. Whoever has more, says “I’ve got more!”.
5. Figure out how many more.
6. Ask: How did you know? Record.
I'll show the class a gameboard and play a few rounds with students. Each time I model the game, I'll also think aloud a number sentence to match. This is a really important step because it allows students to start to represent what is happening with cubes in numbers. This starts to bridge the kids from the concrete model to the abstract and is aligned to CCSS MP2 ("Reason abstractly and quantitatively).
After we play a few rounds, I'll have a student share out how he/she figured out how many more! See the attached Student Explanations.MOV video for an example!
Students play the game with a similar level partner. It is best to give students someone on their level so they play at a similar pace!
Intervention idea: For my "Group A", or my intervention group, I use just one dice. These students are working on these concepts at a much lower number level.
See attached Who has more.pdf for the recording sheet!
We will play this game one more time whole group! I'll also quickly think aloud the number sentence to prep students to match a number sentence to a comparison story.