Unit 2, Lesson 12
Find More, Fewer, or the Same
Kindergarten
Warm-up
10 mins
Questions about Us: Blocks or Trains? (Part 2)
Standards Alignment
Instructional Routines
Questions about UsMaterials
To Gather
Materials from a previous lessonActivity Narrative
The purpose of this Warm-up is for students to consider concepts of number in a familiar context. The Synthesis focuses on knowing that 1 more is the next counting number.
Launch
- Groups of 2
- Display the completed Questions about Us chart from a previous lesson.
- “What do the circles represent?” (students)
Activity
- “How can we figure out how many students like blocks better?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- Share responses.
- Demonstrate or invite students to demonstrate counting.
- “How many students like blocks better?”
- “How can we figure out how many students like trains better?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- Share responses.
- Demonstrate or invite students to demonstrate counting.
- “How many students like trains better?”
Student Task Statement
Student Response
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Advancing Student Thinking
Activity Synthesis
- “1 student forgot to vote. They chose trains. How many people chose trains now?”
Activity 1
10 mins
Circle More, Circle Fewer
Instructional Routines
NoneMaterials
NoneActivity Narrative
The purpose of this activity is for students to find groups that have more images than a given group. Students can compare in any way that makes sense to them. Students describe the comparisons using “more,” “fewer,” or “the same number.” In the Activity Synthesis, students use mathematical vocabulary precisely to discuss how different ways of counting can help to compare the number of images in groups (MP6).
Representation: Internalize Comprehension. Students might need support when they see that they have to make sense of 6 images for each prompt. Provide students the option of looking at one line of images at a time (3 images at a time rather than 6).
Supports accessibility for: Attention, Organization
Supports accessibility for: Attention, Organization
Launch
- Groups of 2
- Display the image at the top of the student book.
- “How many dots are there?” (4)
- 30 seconds: quiet think time
- Share responses.
- “Look at the groups below. Circle the 3 groups that show more than 4. For each group that you circle, tell your partner a statement using ‘more’ and a statement using ‘fewer.’”
Activity 2
15 mins
Introduce Fewer, Same, More—Images
Instructional Routines
NoneMaterials
To Copy (from Blackline Masters)
Fewer, Same, More Stages 1–4 Mat
Fewer, Same, More Stages 2 and 3 Cards
Activity Narrative
The purpose of this activity is for students to learn Stage 2 of the Fewer, Same, More center. Students choose a card with an image and place it in the box at the top of the mat. They take turns picking another card, deciding if the image shows fewer, the same, or more than the original amount, and placing the card on the correct box on the mat. The cards show groups of images in different arrangements.
The Activity Synthesis highlights the idea that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in the count sequence. This idea will be revisited in future sections and units. Students need repeated experiences comparing groups of objects, images, and numbers to be able to notice, articulate, and use the connection between the counting sequence and comparing the size of numbers (MP7, MP8).
In this activity, students place a card with 5 images at the top of their mat. During center choice time, students can place any card at the top of their mat.
MLR8 Discussion Supports. Remind students to use comparison language such as “fewer than,” “the same number as,” or “more than.”
Advances: Listening, Speaking
Advances: Listening, Speaking
Activity 3
20 mins
Centers: Choice Time
Instructional Routines
NoneMaterials
To Gather
Materials from previous centersActivity Narrative
The purpose of this activity is for students to choose from activities that offer practice counting and comparing groups of objects and images.
Students choose from any previously introduced stage from these centers:
- Fewer, Same, More
- Bingo
- Math Stories
- Connecting Cubes
- Number Race
Launch
- “Today we are going to choose from centers we have already learned. You can also keep playing Fewer, Same, More. Instead of always having 5 dots at the top, you can choose another card to put at the top. So if you put a card with 7 dots at the top, you would figure out if each card has more, the same number, or fewer than 7.”
- Display the center choices in the student book.
- “Think about what you would like to do first.”
- 30 seconds: quiet think time
Lesson Synthesis
Display or draw this image for all students to see.
“Today we counted and compared the number of things in groups. How does this picture help you see that 7 is more than 4?” (I can see that 7 has 4 and then some more.)
“Let’s practice counting to 20.”
Demonstrate counting to 20. Count to 20 as a class 1–2 times.
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