5 and then10. Identify whether Other strategies: matching or counting the the number of objects in one group sets using one-to-one Matching: Students use one-to-one correspondence, is greater than, less than, or equal correspondence repeatedly matching one object from one set with one object to the number of objects in another from the other set to determine which set has more objects. Knowledge of the terms group, e.g., by using matching and than/more than”, Counting: Students count the objects in each set, and then “greater counting strategies (includes than”, and identify which set has more, less, or an equal number of “less “equal groups with up to 5 objects). objects. to/same” through experiences with Observation: Students may use observation to compare two comparing groups of quantities (e.g., by looking at two sets of objects, they may be able to tell which set has more or less without counting). objects (e.g., are “There more boys than girls.”) Observations in comparing two quantities can be Ability to identify which accomplished through daily routines of collecting and organizing data in displays. Students create object graphs number comes later in the counting sequence when and pictographs using data relevant to their lives (e.g., counting two sets of favorite ice cream, eye color, pets, etc.). Graphs may be constructed by groups of students as well as by individual objects Ability to match a numeral students. to a set Benchmark Numbers: This would be the appropriate time to introduce the use of 0, 5 and 10 as benchmark numbers to Ability to compare sets numerically help students further develop their sense of quantity as well Ability to use the as their ability to compare numbers. Students state whether the number of objects in a set is more, less, or equal to a set than/more than”, “greater than”, and that has 0, 5, or 10 objects. “less “equal to/same” (e.g., are “There more boys than girls because there are 5 boys and 2 girls”.) Ability to know that when a set has more than another set, the number that represents its quantity comes later in
5 and then10. 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 (includes groups with up to 5 objects). matching or counting the sets using one-to-one correspondence Knowledge of the terms “greater than/more than”, “less than”, and “equal to/same” through experiences with comparing groups of objects (e.g., “There are more boys than girls.”) Ability to identify which number comes later in the counting sequence when counting two sets of objects Ability to match a numeral to a set Ability to compare sets numerically Ability to use the “greater than/more than”, “less than”, and “equal to/same” (e.g., “There are more boys than girls because there are 5 boys and 2 girls”.) Ability to know that when a set has more than another set, the number that represents its quantity comes later in Other strategies: Matching: Students use one-to-one correspondence, repeatedly matching one object from one set with one object from the other set to determine which set has more objects. Counting: Students count the objects in each set, and then identify which set has more, less, or an equal number of objects. Observation: Students may use observation to compare two quantities (e.g., by looking at two sets of objects, they may be able to tell which set has more or less without counting). Observations in comparing two quantities can be accomplished through daily routines of collecting and organizing data in displays. Students create object graphs and pictographs using data relevant to their lives (e.g., favorite ice cream, eye color, pets, etc.). Graphs may be constructed by groups of students as well as by individual students. Benchmark Numbers: This would be the appropriate time to introduce the use of 0, 5 and 10 as benchmark numbers to help students further develop their sense of quantity as well as their ability to compare numbers. Students state whether the number of objects in a set is more, less, or equal to a set that has 0, 5, or 10 objects.
UnitPK_Compare_Quantities.docx