- Author:
- DAWNE COKER
- Subject:
- Mathematics
- Material Type:
- Activity/Lab, Assessment, Formative Assessment
- Level:
- Lower Primary
- Tags:
- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs
Education Standards
Fewer Bows - compare, difference unknown
Fewer Crayons - compare, difference unknown
Fewer Ribbons - compare difference unknown
Girls' and Boys' Rocks - compare, difference unknown
How Many More Silly Bands - compare, difference unknown
Kate and Jill's Markers - compare, difference unknown
More Books - compare, difference unknown
More Cookies - compare, difference unknown
Penguin Dinner - add to, result unknown
T4T Problem Solving (Compare, Difference Unknown)
Overview
This resource is from Tools4NCTeachers.
This is a set of ten (10) tasks, which may be used for instruction or assessment. Each file contains a separate task, rubric, and recording sheets. The word problems in these tasks focus around making comparisons, where the difference between the two quantities is unknown. For example, students may find the difference between two measurements or between the two sets of objects.
Remix this resource to include extension ideas or addtional tasks.
Here is a sample task from this resource. Click each file to view fully-formatted tasks, rubrics, and accompanying materials.
NC.1.OA.1 Baked Cookies | |
Domain | Operations and Algebraic Thinking |
Clusters | Represent and solve problems. Understand and apply the properties of operations. Add and subtract within 20. |
Standards | NC.1.OA.1 Represent and solve addition and subtraction word problems, within 20 with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:
NC.1.OA.4 Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. NC.1.OA.6 Add and subtract, within 20, using strategies such as: • Counting on • Making ten • Decomposing a number leading to a ten • Using the relationship between addition and subtraction • Using a number line • Creating equivalent but simpler or known sums Compare-Difference Unknown |
Materials | SF, cubes or counters, pencil |
Task | Provide materials to the student. Read the problem to the student: Jessica baked 12 cookies. Julia baked 8 cookies. How many fewer cookies did Julia bake than Jessica? Write a number sentence that matches this story. Use a symbol for the unknown number. Once a number sentence is written, say: Solve the problem. Show your thinking with pictures, numbers, or words. |
Continuum of Understanding | ||
Not Yet Proficient | Response includes 0-1 of the descriptors in “Meets Expectations” | Strategies Used:
|
Progressing | Response includes 2 of the descriptors in “Meets Expectations” | |
Meets Expectations | Response includes all of the descriptors in “Meets Expectations”
|
Standards for Mathematical Practice |
1. Makes sense and persevere in solving problems. |
2. Reasons abstractly and quantitatively. |
3. Constructs viable arguments and critiques the reasoning of others. |
4. Models with mathematics. |
5. Uses appropriate tools strategically. |
6. Attends to precision. |
7. Looks for and makes use of structure. |
8. Looks for and expresses regularity in repeated reasoning. |
Jessica baked 12 cookies. Julia baked 8 cookies. How many fewer cookies did Julia bake than Jessica?
Write a number sentence that matches this story. Use a symbol for the unknown number. |
Solve the problem. Show your thinking with pictures, numbers, or words.
cookies |