The purpose of this activity is for students to determine whether comparison statements about data are true or false and to explain how they know. Students build on their work with asking and answering ”how many in all?” questions about data and on their work with solving Compare story problems. The statements in the activity are intentionally sequenced from those that invite students to show what they know about determining the bigger or smaller quantity to those that show what students know about determining the difference.

Students are asked to explain how they know whether the statements are true or false. They may use matching techniques to compare the data using the discrete diagrams on the chart provided or they may use objects or self-created drawings.

• Invite 1–2 previously identified students to share.
• Consider asking:
  • “¿Hay más votos por los marcadores que por los crayones? ¿Cómo lo saben?” // “Are there more votes for markers than crayons? How can you tell?”
  • “¿Hay 3 votos más por los marcadores que por los crayones? ¿Cómo lo saben?” // “Are there three more votes for markers than crayons? How can you tell?”
• Display 5 + 3 = 8.
• “¿Esta ecuación es verdadera? ¿Cómo lo saben?” // “Is this equation true? How do you know?”
• “¿Qué relación hay entre esta ecuación y la afirmación ‘3 estudiantes más votaron por marcadores que por crayones’?” // “How does the equation match the statement ‘Three more students voted for markers than crayons.’?”
• Consider asking:
  • “¿Cómo muestra la ecuación la cantidad más grande?” // “How does the equation show the bigger amount?”
  • “¿Cómo muestra la cantidad más pequeña?” // “How does it show the smaller amount?”
  • “¿Cómo muestra ‘¿Cuántos más hay?’ o la diferencia?” // “How does it show the difference, or ‘how many more?’”

The purpose of this activity is for students to solve Compare, Difference Unknown problems about data that include the language, “more” and “fewer.” Many students may continue to use matching techniques to compare the data using objects and drawings, while others may try counting on from the smaller quantity to the bigger quantity. During the Synthesis, continue to highlight the ways students see the difference in a drawing and relate it to solving an unknown addend problem (MP2). 

• Invite previously selected students to share how they found how many more crayons than makers.
• If no students use letters to represent each object, consider recording:

  • 

  • “¿Cómo representa esto los marcadores y crayones? ¿Cómo pueden ver cuántos crayones más hay?” // “How does this represent the markers and crayons? How can we see how many more crayons?”
• “¿Cómo  representa el problema?” // “How does represent the problem?”
• Consider asking:
  • “¿Cómo la ecuación muestra la cantidad más grande?” // “How does the equation show the bigger amount?”
  • “¿Cómo muestra la cantidad más pequeña?” // “How does it show the smaller amount?”
  • “¿Cómo muestra ‘¿Cuántos más hay?’ o la diferencia?” // “How does it show the difference, or 'how many more?'”