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Overview

Through this activity, students will be introduced to the vocabulary terms "more than, less than, and equal to." Students will use these terms to make comparisons of sets of objects and gain an understanding of "more than, less than, and equal to."

This activity results from the ALEX Resource Development Summit.

MA19.K.6

Orally identify whether the number of objects in one group is _greater/more than, less/fewer than_, or _equal/the same as_ the number of objects in another group, in groups containing up to 10 objects, by using matching, counting, or other strategies.

UP:MA19.K.6

Vocabulary

• Compare
• Greater than
• More than
• Less than
• Fewer than
• Equal

Knowledge

Students know:
• how to identify which number is larger and which number is smaller.
• number word sequence.

Skills

Students are able to:
• Count sequentially.

Understanding

Students understand that:
• a set of objects is either greater than, less than, or equal to another set of objects.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will identify whether a group of objects is greater than, less than, or equal to another group of objects.

Activity Details

1. To introduce the terms more and less, the teacher will have students listen to the first four pages of the story Ten Apples Up On Top by Dr. Seuss (one apple and two apples). The teacher will explain that two apples are more than one and one apple is less than two while using Unifix cubes to demonstrate.

2. To introduce the term equal, the teacher will have students listen to pages 5-6 of the story (both characters have two apples). After listening to these pages, the teacher will again pause the story and act out making the two sets equal and explaining that equal mean "the same."

3. The teacher will pause on each page and ask the questions: "How many apples does _____ (insert character) have?" "How Many apples does _______ (insert another character) have?" "Who has more apples?" "Who has less apples?" or "What can you tell me about the apples on this page?" and "How did you know?" Students can respond whole group or turn and talk with a partner.

Assessment Strategies

Assessment Strategies

1. As discussion occurs throughout the book, the teacher will listen and assess student knowledge of the use of the vocabulary terms and their understanding of more than, less than, and equal.

2.  Teachers may also have students respond to true/false questions about a page to assess their understanding of the concept. (Example: The lion has more apples than the dog. Students who agree will give a thumbs up, students who disagree will give a thumbs down.)

Variation Tips

To increase the rigor of the lesson, the teacher may pose questions that have students apply their knowledge of more than, less than, and equal. Example: In this picture, lion has more apples than dog. How would we make them have the same amount of apples? How would we make dog have more apples than lion?

To add to student engagement, provide each student with a set of ten Unifix cubes. Group students into groups of three and assign each student in the group a character (dog, tiger, lion). As students listen to the story have them act out the story and compare the sets of "apples" in their group after listening to each page.

Background / Preparation

Prepare video on technology device.

Seat students with a strategic discussion partner if you plan to use "turn and talk" throughout the story.

Gather two sets of Unifix cubes (two red cubes, two green cubes) for the introduction of vocabulary terms.

If using the engagement variation tip (optional) give each student a set of ten Unifix cubes and group students into groups of three.