Lesson 8

NYS COMMON CORE MATHEMATICS CURRICULUM

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Lesson 8
Objective: Compare quantities and numerals from left to
right.
Suggested Lesson Structure

F luency Practice
(13 minutes)
pplication Problem (5 minutes)
A
C
oncept Development (32 minutes)
(10 minutes)
S tudent Debrief
Total Time

(60 minutes)

Fluency Practice (13 minutes)

Subtraction with Cards 1.OA.6

(5 minutes)

Core Subtraction Fluency Review 1.OA.6

Beep Counting by Ones and Tens 1.OA.5, 1.NBT.3 (3 minutes)

(5 minutes)

Subtraction with Cards (5 minutes)

Materials:
(S) 1 pack of numeral cards 010 per set of partners (Lesson 4 Fluency
Template)
Note: This fluency activity reviews yesterdays lesson and provides practice with
subtraction within 10. Students fluency with these facts will be assessed after this
game.
Students combine their numeral cards and place them facedown between them. Each
partner flips over two cards and subtracts the smaller number from the larger one. The
partner with the smallest difference says a less than sentence and keeps the cards
played by both players. If both players have the same difference, each partner flips two
more cards, and the player with the smaller difference says a less than sentence and
keeps all the cards. The player with the most cards at the end of the game wins.

Core Subtraction Fluency Review (5 minutes)

Materials:

(S) Core Subtraction Fluency Review

Note: This subtraction review sheet contains the majority of subtraction facts within 10
(excluding some 0 and 1 facts), which are part of the required core fluency for Grade
1. Consider using this sheet to monitor progress toward mastery.

Lesson 8:
Date:

2014 Common Core, Inc. Some rights reserved.

commoncore.org

Compare quantities and numerals from left to right.

3/31/15
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
License.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8

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4

Students complete as many problems as they can in three minutes. Choose a counting
sequence for early finishers to practice on the back of their papers. When time runs out,
read the answers aloud so students can correct their work. Encourage students to
remember how many they got correct today, so they can try to improve their scores on
future Core Subtraction Fluency Reviews.

Beep Counting by Ones and Tens (3 minutes)

Say a series of four numbers, but replace one of the numbers with the word beep (e.g.,
1, 2, 3, beep). When signaled, students say the number that was replaced by the word
beep in the sequence. Scaffold number sequences, beginning with easy sequences and
moving to more complex ones. Choose sequences that count forward and backward by
ones and tens within 40.
Suggested sequence type: 10, 11, 12, beep; 20, 21, 22, beep; 20, 19, 18, beep; 30, 29,
28, beep; 0, 10, 20, beep; 1, 11, 21, beep; 40, 30, 20, beep; 39, 29, 19, beep. Continue
with similar sequences, changing the sequential placement of the beep.

Application Problem (5 minutes)

Anton picked 25 strawberries. He picked some more
strawberries.
Then, he had 35 strawberries.
a. Use a place value chart to show how many more
strawberries Anton picked.
b. Write a statement comparing the two amounts of strawberries using one of these
phrases: greater than, less than, or equal to.
Note: In this add to with change unknown problem, students are now asked to use their
understanding of place value to identify how many more strawberries Anton picked and
compare the beginning and ending quantities.

Concept Development (32 minutes)

Materials:
(T) Comparison cards (Template) (S) Comparison cards (Template),
personal white board,
ten-sticks and coins from personal math toolkit
Note: For this lesson, use the word side of the comparison cards. The symbol side will
be used in future lessons.
Project the following two sequences on the board,
both of which were used in todays beep counting:
10, 11, 12, 13 and 40, 30, 20, 10.
T: You said these numbers during beep
counting. What is different about them?

Lesson 8:
Date:

2014 Common Core, Inc. Some rights reserved.

commoncore.org

NOTES ON
MULTIPLE MEANS
OF
REPRESENTATION:

Be sure English language

learners understand the word
compare. Remind students
about
comparing the length of
Compare quantities and numerals from left
to right.
objects as they did in Module 3,
3/31/15
and show some concrete
This work isexamples.
licensed under aHelp students make
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
the
connection between
License.

4.B.1
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Lesson 8

NYS COMMON CORE MATHEMATICS CURRICULUM

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S: One set goes up, and one set goes down.

In one set, we count up by ones, and in the
other, we count down by tens.
T: What does goes up mean?
S: The numbers get bigger.
T: Lets use our math language to explain that. Who remembers the words we used
yesterday when we were comparing two numbers?
S: Greater than. Less than. Equal to.
T: Are you saying this number (point to 10) is less than or greater than 11 (point to
11)?
S: Less than.
T: What about the next numbers? 11 is?
S: Less than 12.
T: Lets say the whole sequence and use the comparison words as we compare
each number in the set.
S/T:(Continue pointing to each number.) 10 is less than 11. 11 is less than 12. 12 is
less than 13.
T: When we compare numbers using words, we read
from left to right, just like when we are reading a
sentence in a book or when we are reading a
number sentence.
T: 40, 30, 20, 10 is in a different order. Turn to your
partner and discuss which word we will use when
comparing them. Remember, we start with 40.
S: (Discuss.) Greater than!
T: Lets read the whole sequence, using greater than
to compare the number pairs as we go.
S/T: 40 is greater than 30. 30 is greater than 20. 20
is greater than 10.
T: Today, we are reading left to right when we compare numbers. (Distribute
comparison cards to students. Write 13 and 23
on the board.) Partner A (seated on the left),
show 13 with your ten-sticks. Partner B, show 23
with your ten-sticks. Find the card with the
comparison words that show how your number
compares to your partners number and put it
below your ten-sticks.
S: (Partners place cubes and cards.)
T: I see these cards under your numbers.
(Write less than under 13 and greater than

Lesson 8:
Date:

2014 Common Core, Inc. Some rights reserved.

commoncore.org

Compare quantities and numerals from left to right.

3/31/15
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
License.

4.B.1
8

Lesson 8

NYS COMMON CORE MATHEMATICS CURRICULUM

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under 23.) To read this from left to right, we

would say 13 is?
S: Less than 23.
T: Yes, less than. Lets move the less than card
between our numbers. Well read together.
(Move card between 13 and 23.)
S/T:13 is less than 23.

Lesson 8:
Date:

2014 Common Core, Inc. Some rights reserved.

commoncore.org

Compare quantities and numerals from left to right.

3/31/15
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
License.

4.B.1
9

NYS COMMON CORE MATHEMATICS CURRICULUM

Repeat the process with the following suggested

sequence:
15 and 19, 21 and 19, 3 tens 5 ones and 2 tens 8
ones, 21 and 31, 18 and 9, 38 and 12, and 27 and
19. Move quickly to quick ten drawings or no visual
supports as appropriate for the group of students.
Grouping students by readiness levels will make
this easier.

Lesson 8

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NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Some students may still need
concrete models after others
are ready to move on. When
moving to using numbers only,
ask the students who need
more concrete support to be
class helpers by modeling the
numbers with linking cubes.

T: Does anyone else notice something

interesting about which card we have been
using when we read the comparison from
left to right?
S: We always use Partner As card!
T: Do we even need Partner Bs card to say our
comparison sentence?
S: No!
T: Okay, switch spots so that we can use Partner Bs card. (Partners switch spaces
so that Partner B is sitting on the left.)
Repeat the process with the following suggested
sequence:
14 and 17, 3 tens and 2 tens, 2 tens 9 ones and 3
tens, 24 and 38, and 34 and 28. This time, only
Partner B should use the comparison cards, since it
has been determined that only the comparison card
on the left gets moved into the middle to read the
comparison sentence.
T: (Leave 34 and 28 on display.) Which digit in
each number did you look at first to
compare them?
S: We looked at the digit in the tens place!
T: Why do we look at the tens place first when
we compare two numbers? Turn and talk to
your partner.
S: The digit 3 in 34 stands for 30. The digit 2
in 24 stands for 20. 30 is greater than 20.
Even if there were 9 ones, thats still less
than a ten.
T: (Write the multiples of 10 from 0 to 40 across the
board, with space in between the numbers. Write
the following five numbers above the sequence:
29, 38, 7, 14, and 24.) If I want to place these

NOTES ON
MULTIPLE MEANS
OF
REPRESENTATION:
Highlight the critical vocabulary
for English language learners
while teaching the lesson by
showing objects as a visual. In
this lesson, vocabulary that
must be highlighted includes in
order, in front of, before, and
between. Without
understanding these words,
English language learners will
have difficulty placing numbers

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8

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numbers into this set of numbers, in

order, where would they go? Where would
I put 29?
S: In front of the 30. Its less than 30. (Write
29 between 20 and 30.)
T: Where would I put 38?
S: Between 30 and 40. Its greater than 30 and less than 40. (Write 38 between 30
and 40. Continue with this process until all the numbers are placed.)
T: (Leave this sequence on the board. Write the numbers 40, 30, 20, 10, and 0 on
the board with space in between the numbers.) Lets put those same numbers,
in order, into this set.
T: Where does 29 go now?
S: Between the 30 and 20. 29 is less than
30. Its greater than 20. (Place the
numbers in order in the sequence.)
T: Lets read the first sequence we made,
starting on the...?
S: Left!
S/T:(Point to the numbers as students read
the sequence.) 0 is less than 7. 7 is
less than 10. (Continue through the
sequence.)
T: What will we say when we are
comparing the numbers in the second
set?
S: Greater than!
S/T:(Point to the numbers as students read
the sequence.) 40 is greater than 38.
38 is greater than 30. (Continue
through the sequence.)

Problem Set (10 minutes)

In this Problem Set, students order numbers from least to greatest and greatest to least.
It would be helpful to review the meaning of the words least and greatest to prepare
students to answer these questions. Students should do their personal best to complete
the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate
to modify the assignment by specifying which problems they work on first.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8

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Student Debrief (10 minutes)

Lesson Objective: Compare quantities and numerals from left to right.
The Student Debrief is intended to invite reflection and active processing of the total
lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by
comparing answers with a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be addressed in the Debrief. Guide
students in a conversation to debrief the Problem Set and process the lesson.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8

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Any combination of the questions below may be used to lead the discussion.

Look at Problem 2. Use math drawings, materials, or place value charts to prove
your solution for
36 _______ 3 tens 6 ones.
How did Problem 3 help you solve Problem 4? What is the same about these two
problems? What is different?
Rewrite your statement for the Application Problem using only numbers and the
phrase greater than or less than to compare the two sets of strawberries. Start
with Antons strawberries.
Share your solution to Problem 5 with your partner. Did you have the same
solution? If your solutions were different, explain how they could both be correct.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their
work will help with assessing students understanding of the concepts that were
presented in todays lesson and planning more effectively for future lessons. The
questions may be read aloud to the students.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson

8 Core Subtraction
Fluency Review

Name
Date

Core Subtraction Fluency Review

1.

8 - 0 = ___

2.

8 1 = ___

3.

7 - 7 = ___

4.

3 - 3 = ___

5.

3 - 2 = ___

6.

4 - 2 = ___

7.

5 - 2 = ___

8.

5 - 3 = ___

9.

9 - 2 = ___

9 - 3 = ___

31.

5 - 5 = ___

10 - 3 = ___

32

6 - 5 = ___

10 - 4 = ___

33

10 - 2 = ___

34

10 8 = ___

35

10 - 7 = ___

36

10 - 6 = ___

37

23.

6 - 6 = ___

38
39

24.

7 - 7 = ___

40

16.
17.
18.
19.
20.
21.
22.

10.

8 - 2 = ___

25.

7 - 6 = ___

11.

7 - 2 = ___

26.

8 - 8 = ___

12.

4 - 4 = ___

13.

4 - 3 = ___

14.

5 - 4 = ___

15.

8 - 3 = ___

.
.
.
.
.
.
.
.

7 - 5 = ___
8 - 5 = ___
8 - 4 = ___
10 - 5 = ___
9 - 5 = ___
9 - 4 = ___
6 - 3 = ___

6 - 4 = ___

41.

7 - 3 = ___

27.

8 - 7 = ___

42
43

28.

9 - 9 = ___

29.

9 - 8 = ___

44
45

30.

10 - 9 = ___

.
.
.
.

7 - 4 = ___
8 - 6 = ___
9 - 6 = ___
9 - 7 = ___

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson

8 Core Subtraction
Fluency Review

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Lesson 8 Problem Set

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Draw quick tens and ones to show each number. Label the first
drawing as less (L), greater (G), or equal to (E) the second.
Write a phrase from the word bank to compare the numbers.
a.

Word Bank

is greater than
is less than
is equal to

b.
2 tens

20 _____________________ 18
c.

1
4

3 tens

2 tens ________________ 3 tens

d.

38 _____________________ 26
2. Write a phrase from the word bank to compare the numbers.

1 ten 7 ones _____________________ 27

36 _____________________ 3 tens 6 ones
15 _____________________ 1 ten 2 ones
1 ten 8 ones _____________________ 3 tens 1 one
30 _____________________ 28
29 _____________________ 32
32
24 _____________________
15 26 _____________________
24
15
26
32

1
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Lesson 8 Problem Set

NYS COMMON CORE MATHEMATICS CURRICULUM

3. Put the following numbers in order from least to greatest. Cross off each number
after it has been used.
9

40

32

13

23

4. Put the following numbers in order from greatest to least. Cross off each number
after it has been used.
9

40

32

13

23

5. Use the digits 8, 3, 2, and 7 to make 4 different two-digit

numbers less than 40. Write them in order from greatest
to least.

Examples: 32,
27.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8 Exit Ticket

Name

1
4

Date

1. Write the numbers in order from greatest to least.

40
39

29
30

2.

Complete the sentence frames using the phrases from the word
bank to compare the two numbers.
Word Bank
a.

b.

c.

17 __________________________ 24

is greater than
is less than
is equal to

23 __________________________ 2 tens 3 ones

29 __________________________ 20

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Lesson 8 Homework

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Draw the numbers using quick tens and circles. Use the phrases
from the word bank to complete the sentence frames to
compare the numbers. The first one has been done for you.

Word Bank

is greater than
is less than
is equal to

20

30

14

is less than

14 __________________ 22

20 ___________________ 30
15

1 ten 5 ones

39

15 ________________ 1 ten 5 ones

31

13

23

2. Circle the numbers that are greater than

29

29

3 tens 6 ones

33

23 ____________________ 33

28.

2 tens 8 ones

3. Circle the numbers that are less than

29

39 _____________________ 29

31 ___________________ 13

32

22

4 tens

18

31.

3 tens

13

3 tens 9 ones

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8 Homework

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4. Write the numbers in order from least to greatest.

23
32

30
29

Where would the number 27 go in this order? Use words or rewrite the numbers to
explain.

5. Write the numbers in order from greatest to least.

40
13

30
31

Where would the number 23 go in this order? Use words or rewrite the numbers to
explain.

6. Use the digits 9, 4, 3, and 2 to make 4 different

two-digit numbers less than 40. Write them in order
from least to greatest.

Examples: 34, 29

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8 Homework

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> < = <

> < = >

> < = =
> < =
comparison cards, p. 1. Print double-sided on cardstock. Distribute each of the three cards to
students.

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8 Homework

1
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less than

equal to

less than

greater than

greater than

equal to

less than

greater than

equal to

equal to

less than

greater than

equal to

less than

greater than

comparison cards, p. 2. Print double-sided on cardstock. Distribute each of the three cards to
students.