Common Core State Standards

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Lesson Compare SetsChildren use matching and counting strategies to compare sets, building on their knowledge of counting and cardinality. Children will describe a set as being “greater than,” “less than,” or “equal to” another set. Understanding the concept of same or equal will help children when evaluating equations. Identifying whether the amount of items in a group is “greater than” or “less than” the amount in another group is an important foundation for learning place value in later grades.

VocabularyHold up two fingers on one hand and three fingers on the other.

■ Ask: Which hand is holding up more fingers? [Children point to the hand holding up 3 fingers.]

Show children 3 Snap Cubes®. Ask children to show you amounts of counters greater than 3, less than 3, and equal to 3.

When comparing sets—

■ If a set has more items, it is greater than the other set.

■ If a set has fewer items, it is less than the other set.

■ If a set has the same number of items, it is equal to the other set.

Objective

Compare sets of up to 10 objects.

Are there more

blue spoons or red

spoons? How do

you know?

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the StageSet

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Foundation Skill Practice

Use this VersaTiles® activity to help children activate their prior knowledge.

Use this short thinking exercise to jump-start the instructional session.

Warm-Up

Comparing Numbers

Online resources available at hand2mind.com/hosnumbergrK

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Comparing Numbers ■ Lesson 2 Hands-On Standards® Number & Operations

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Have a partner say a number from 1 to 15.

Then, you say the number that is one more.

Write each number.

Answer Key

Read the Warm-Up activity page to your students.

SAY: Have a partner say a number from 1 to 15.

Then, you say the number that is one more.

Write each number.

ANSWER: Answers will vary.

COMMENTS & EXTENSIONS: Have children switch roles with their partner and say the number that is one less.

VersaTiles® student book, page 25

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I Love Counting!Find a group with the same number.

Objective: Compare sets of objects using one-to-one correspondence.

Engage WHOLE CLASS

Place 4 Frog Counters in one set and 4 Frog Counters in another set.

Point to one set.

■ Ask: How many frogs are in this set? [4]

Point to the other set.

■ Ask: How many frogs are in this set? [4]

■ Ask: How are the sets the same? [Both of the sets have 4 frogs.]

■ Say: Make a set that has the same amount as these sets. [Children make a set of 4 frogs.]

■ Ask: How do you know you made a set with the same amount? [I counted each frog until I made a set with 4 frogs.]

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the ConceptIntroduce

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Explore & Explain

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Hands-On Standards® Number & Operations

Compare Sets

Comparing Numbers ■ Lesson 2

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Yes

No

Children use Snap Cubes® to model and solve.

1. Say: Anastasia has some paper hearts and some paper stars. Circle the set that has more. 2. Say: Uma found 6 seashells at the beach. Gary found fewer shells than Uma found. Make a drawing that shows how many seashells Gary could have found. 3. Say: Karen makes one set of black stickers and one set of gray stickers. She says they both have the same number. Circle the face to show if she is correct. Tell how you solved the problem.

Answer Key

Sample drawing, 5, 4, 3, 2, and 1 are possible answers.

Yes

Materials

• Frog Counters

• Snap Cubes®

Explore WHOLE CLASS

Display 5 orange Snap Cubes and 7 yellow Snap Cubes.

■ Say: Megan goes to the store and buys some oranges and some pears. Each orange Snap Cube represents an orange that she bought. Each yellow Snap Cube represents a pear that she bought.

Ask: Did Megan buy a greater number of oranges or a greater number of pears?

■ Ask: How can we figure out which group has a greater amount than the other group? [We can count the items in each group.]

■ Ask: How many oranges did Megan buy? [5] How many pears did Megan buy? [7]

■ Ask: How can you tell which group is greater? [When I match up each item, I have extra in one group.]

■ Ask: How do you know which group has less than the other group? [The group that has the extra is more, so the other group is less.]

■ Ask: Megan goes back to the store and buys the same number of apples as she bought oranges. Using the Snap Cubes, show the amount of apples equal to the amount of oranges.

■ Say: Explain how you know the group you made has the right amount of Snap Cubes. [I lined them up and there are no extras, they match.]

Explore & Explain SMALL GROUPS

Prepare ahead In the first question, children are asked to use matching to decide which set of objects is greater than the other. In the second question, children are asked to draw a picture that shows an amount less than six. The last question asks children to compare sets in different arrangements to see if a group is greater than, less than, or equal to another group. Children must also explain the strategy they used to solve the problem. Having children use different strategies and then explain their answers helps them understand the concept.

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Daily Routine

the ConceptReinforce

Online resources available at hand2mind.com/hosnumbergrK

Independent Practice

Use this VersaTiles® activity to give children more practice with the skills they learned in the lesson.

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Comparing Numbers

Re-Engage

Use this page to give children additional concrete-to-representational-to-abstract practice.

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Compare Sets

Comparing Numbers ■ Lesson 2

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1. Say: Sandra has two sets of snap cubes. Model the problem with Snap Cubes. Then, circle the set with more cubes. 2. Say: Karina makes a group of stars on her paper. She also makes a group of suns on her paper. Circle the group that has fewer. Model your answer by drawing lines to match. 3. Say: Philip has eight slices of bread. Tina has 10 slices of bread. Who has a greater number of slices? Draw a picture to solve the problem.

Answer Key

Answer key: Check student drawings.

VersaTiles® student book, page 26

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Which Has Fewer?Which group has fewer?

Objective: Compare two sets of objects and determine which set has fewer.

Explain & Elaborate WHOLE CLASS

■ Say: In question two, give another possible answer for how many shells Gary could have found at the beach. Explain why there can be more than one right answer.

■ Say: In question three, explain another strategy you could use to figure out which set is greater than the other, and which set is less than the other.

Evaluate WHOLE CLASS

■ Say: Frank has some red counters and some yellow counters that he groups by color.

Show children 8 red counters and 9 yellow counters.

■ Ask: Which group has the greater number of counters? [the yellow group]

■ Say: Show how you know.

Follow-Up Center ActivityMaterials: Frog Counters, 10 lily pads (5 small and 5 large) made out of construction paper, and BLM 1 (Number Cards 0–10). Have children place a number card between two lily pads. On a small lily pad, have the child place Frog Counters totaling a number that is LESS THAN the number shown, and on a large lily pad, Frog Counters totaling MORE THAN the number shown.

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