Lesson 9

More, Fewer, or the Same

Lesson Purpose

The purpose of this lesson is for students to identify groups that have more, less, or the same number as a given group of images.

Lesson Narrative

In previous lessons, students compared the number of images in groups. In some cases, students could visually determine which had more, and sometimes they matched the images in each group to compare them. In this lesson, the groups of images are presented in different arrangements and on separate cards, so matching to compare is more difficult. Students continue their work with counting images by determining how many dots are arranged on the 5-frames. Students may also recognize how many dots there are without counting (subitize) or count on from 5 to figure out how many dots there are. In the first activity, students compare groups of images on 5-frames, which encourages them to use the arrangement to help them compare. In the second activity, students compare groups of objects on 5-frames and fingers, which both have a structure of 5 and some more.

  • Action and Expression
  • MLR8

Activity 2: More and Fewer with 5-frames and Fingers

Learning Goals

Teacher Facing

  • Count and compare groups of up to 10 images.
  • Identify groups that have more, fewer, or the same number of images as a given group.

Student Facing

  • Let’s figure out if there are more, fewer, or the same number of images.

Required Materials

Materials to Gather

Materials to Copy

  • Questions About Us Chart
  • Bingo Stages 1-3 Gameboard
  • Bingo Stage 1 Cards
  • Compare 5-frame Cards

Required Preparation

Activity 1:

  • Cut out the blackline master to create a set of cards for each student.

Activity 3:

  • Gather materials from: 
    • Math Stories, Stage 1
    • Connecting Cubes, Stages 1-3
    • Number Race, Stage 1

CCSS Standards

Addressing

Lesson Timeline

Warm-up 10 min
Activity 1 15 min
Activity 2 10 min
Activity 3 20 min
Lesson Synthesis 10 min
Cool-down 0 min

Teacher Reflection Questions

Reflect on your experience with the Act It Out routine in the curriculum.  What moves or questions have improved the learning for each or your students during this routine? What improvements would you make next time?

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