← Illustrative Mathematics — Grade 1-2 Unit Guide
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Illustrative Mathematics — Grade 1-2 Unit Guide
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Grade 1, Unit 2 (Section C: Compare Story Problems) — Flashcards
| Front | Back |
|---|---|
| What is a "Compare, Difference Unknown" story problem? | A story problem about the relationship between two quantities, where you must find the difference between them (how many more or how many fewer). |
| Why are Compare problems challenging for students? | They describe a relationship rather than an action; one quantity (the difference) is not physically present; and the language can be complex or ambiguous. |
| What strategy helps students visualize Compare problems? | Matching strategies — lining up or matching objects from two groups to see which has more/fewer and by how much. |
| What kindergarten skill do students revisit at the start of this section? | Comparing quantities using the language "more" and "fewer" through "are there enough?" problems. |
| What two key questions do students learn to answer in Compare problems? | "How many more?" and "how many fewer?" |
| How can students find the difference by adding? | By adding cubes (or objects) to the smaller group until it matches the bigger group, then counting how many were added. |
| How can students find the difference by subtracting? | By removing the matched cubes from the bigger tower and counting the remaining (unmatched) cubes. |
| How does this section connect subtraction to addition? | Students compare addition and subtraction equations that represent the same Compare problem, deepening understanding of subtraction as an "unknown addend" problem. |
| What are the four things students must do to solve a Compare, Difference Unknown problem (per the Checkpoint)? | Retell the story, represent it with objects/drawings, explain how the representation matches the story, and answer the question correctly. |
| What standard connects to relating addition and subtraction in this section? | 1.OA.C.6 (among others: 1.MD.C.4, 1.OA.A.1, 1.OA.C.5). |
| What is the purpose of Lesson 11 ("Are There Enough?")? | For students to represent and solve "are there enough?" problems in their own way and use "1 more" or "1 fewer" to compare objects. |
| What instructional routine is used in the Lesson 11 Warm-up? | Act It Out — students physically act out a story problem using people or objects. |
| In the Warm-up "Art Project," what materials could represent the story? | Students could use counters for students waiting and blocks for crayon packs, or act it out with real students. |
| What materials are used in Activity 1 of Lesson 11? | 10-frames, connecting cubes, and two-color counters. |
| Give an example of an "are there enough?" question from Activity 1. | "There are 9 markers in a bin and 4 caps. Are there enough caps for the markers?" |
| What accessibility strategy is suggested for Activity 1? | Engagement: invite students to share real-life examples of situations where they had to determine if there were enough of something. |
| Example: Clare's tower has more cubes than Andre's tower — how can students find "how many more"? | Count the unmatched cubes in Clare's tower after matching cubes one-to-one with Andre's tower. |
| What does the Exploration activity in the Practice Problems ask students to do? | Find two sets of objects at home or school, write and solve a comparison story problem, and write a matching equation. |
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