Materials: ● Comparison bars, whiteboards, markers and erasers, new worksheet, story problems, I can’s: ● I can find the number that is not known. ● I can write a number sentence using information from our story problem. Vocabulary: Lesson: ● Review: what more and fewer means. And what the comparison bars look like if we draw them out. ● Story problem: Joy picks 13 tulips. Emily picks 8 tulips. How many fewer does Emily pick? ○ How could we use comparison bars to solve this story problem? (Draw a student’s name from the ticket jar.) Have the student show how they would work it out using the comparison bars on the whiteboard. ○ Ask another student to write a number sentence to match what we just showed with our comparison bars. ● Dismiss students to go and get their whiteboards, freetime until everyone is ready. ● We are now going to solve story problems where the unknown quantity (point to the oval) is more than the known quantity (the big rectangle) using our comparison bars. ○ Story problem: Sam sees 5 more cats than dogs. He sees 14 cats. How many dogs does he see? ○ Demonstrate on the board: Have a long rectangle be for the dogs, short rectangle for cats (14) and then an oval for the unknown (in this case 5). ○ Have the students figure out and show on their boards: What number is going to be in the longer rectangle? (9) ○ What is our number sentence going to look like? 14-5 = 9 ● Have the students erase their boards. Say this story problem: Jess has 8 stickers. Jess has 6 fewer stickers than David. How many stickers does David have? (14 stickers) ● High context questions to ask throughout the lesson to get the higher students thinking and to challenge the other students: ■ How many more dogs would Sam need to see for dogs to be the most? ■ How many cats would Sam have to see to have the least? Equal/the same?
Exit Ticket:
Number 8 on the test for next lesson
Joy picks 13 tulips. Emily picks 8 tulips. How many fewer does Emily pick?
Sam sees 5 more cats than dogs. He sees 14 cats. How many dogs does he see?