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More, Less, or Equal?

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Lesson Plan

More, Less, or Equal?

Students will compare two numbers within 10 using written numerals and a number line, and recognize and combine groups with totals up to 5.

Understanding number comparison and combining groups are fundamental skills that build a strong foundation for all future mathematical concepts. This multi-day approach allows for deeper engagement and mastery, with structured routines and visual supports particularly beneficial for autistic learners, and provides explicit verbal instruction for non-readers.

Audience

Kindergarten (Cross Categorical with Autistic Students)

Time

5 sessions, 40 minutes each

Approach

Daily routines with visual schedules, explicit mini-lessons, visually supported independent practice, and engaging small group activities with clear expectations.

Materials

Whiteboard or Projector, Markers/Crayons, Number Cards (1-10), Number Line Mat, Daily Worksheets, Combining Groups Activity, Cool Down: Count and Compare, Manipulatives (e.g., counting bears, unifix cubes), Visual schedule for the day's math block, First/Then boards (optional, for individual students), and Computer/Tablet access for math games (optional)

Prep

Gather & Review Materials

20 minutes (initial prep) + 5 minutes daily

  • Gather number cards (1-10), whiteboard/projector, markers/crayons, and various manipulatives (e.g., counting bears, unifix cubes).
    * Print and cut out Number Cards (1-10).
    * Print or draw a large number line (0-10) for display, or prepare the Number Line Mat.
    * Print copies of the Daily Worksheets for each student for each day.
    * Print copies of the Combining Groups Activity.
    * Print copies of the Cool Down: Count and Compare for Day 5.
    * Prepare a visual schedule for the entire math block to help students anticipate activities.
    * Consider individual First/Then boards for students who benefit from them.
    * Review the More, Less, or Equal? Slide Deck and Teacher Script: More, Less, or Equal? to ensure familiarity with the lesson flow and talking points for all five days, focusing on explicit language and visual cues.
    * Set up your classroom for whole-group instruction, independent practice, and small group rotations (computers and math shelf), ensuring clear visual boundaries for different activity areas.
    * Important Note: For non-reading students, all written instructions and text on student-facing materials (worksheets, activity cards) must be read aloud by the teacher. Provide clear verbal prompts and visual demonstrations for every task.

Step 1

Day 1: Introducing More & Less (40 minutes)

40 minutes

Math Routine: Counting Forwards and Backwards (5 minutes)

  • Present the visual schedule for the math block. Explicitly state, "First, counting. Then, mini-lesson."
    * Lead students in counting forwards from 1-10 and backwards from 10-1 using a number chart or the Number Line Mat. Use clear, consistent hand gestures or pointing to numbers.
    * Provide positive reinforcement for participation.

Mini-Lesson: What's More, What's Less? (15 minutes)

  • Use More, Less, or Equal? Slide Deck (Slides 1-2). Speak clearly and literally. Avoid idioms.
    * Introduce the terms 'more' and 'less' using concrete examples with classroom objects (e.g., "I have 3 pencils, you have 5 pencils. Who has more? Who has less?"). Use gestures to indicate 'more' (larger pile) and 'less' (smaller pile).
    * Emphasize comparing groups visually first, then explicitly connecting to the words 'more' and 'less'. Use sentence frames if helpful (e.g., "[Number] is more than [Number]." "[Number] is less than [Number].").

Independent Practice: Comparing Groups (5 minutes)

  • Explicitly show where to find the Daily Worksheets (Day 1 - Comparing Groups) and demonstrate the first problem clearly. Read the instructions aloud: "Your job is to circle the group that has 'more' objects. Only circle one group."
  • Students complete the worksheet independently. Provide individual check-ins and re-direct with clear, concise language as needed.

Small Group Rotations (20 minutes)

  • Present the visual schedule for rotations. Clearly state who goes to which group. "Group A, Math Shelf. Group B, Computers." Use visual cues (e.g., pointing to area).
    * Group A (Math Shelf): Provide a clear start/stop signal. Students use manipulatives to create two groups and identify which has 'more' or 'less'. The teacher provides guiding questions, using sentence starters like "Show me 4 blocks. Show me 2 blocks. Which group has more?"
    * Group B (Computers): Students engage with an online game focused on comparing quantities (e.g., identifying the larger set). Ensure clear instructions for accessing and using the game. Provide a timer or visual cue for when to transition.

Step 2

Day 2: Understanding 'Equal' (40 minutes)

40 minutes

Math Routine: Subitizing Fun (5 minutes)

  • Present the visual schedule. "First, subitizing. Then, mini-lesson."
    * Flash dot cards (up to 5 dots) or show small groups of fingers quickly. Students call out the number they see without counting individually. Encourage quick, confident responses. Provide clear feedback.
    * Reinforce the skill: "You saw 3 dots so fast!"

Mini-Lesson: What Does 'Equal' Mean? (15 minutes)

  • Use More, Less, or Equal? Slide Deck (Slide 2, re-emphasizing 'equal'). Explain 'equal' literally as 'the exact same amount' or 'not more, not less.'
  • Use classroom objects or manipulatives to demonstrate two groups having the 'equal' amount. (e.g., "I have 4 blocks, you have 4 blocks. We have an equal number!"). Use visual pairing to show they are the same.
  • Practice creating equal groups together as a class. "Show me 3 fingers. Now make your other hand have an equal number. How many fingers do you have up on this hand?"

Independent Practice: More, Less, or Equal? (5 minutes)

  • Distribute Daily Worksheets (Day 2 - More, Less, or Equal?). Read the instructions aloud: "Look at the two groups. Circle 'more,' 'less,' or 'equal.' Choose only one word."
  • Circulate to provide support and ensure understanding of the three comparison terms.

Small Group Rotations (20 minutes)

  • Present the visual schedule for rotations. Clearly state who goes to which group.
  • Group A (Computers): Students play an online game where they need to make two groups equal or identify equal sets. Provide specific game names or links.
    * Group B (Math Shelf): Students are given two different amounts of manipulatives and challenged to make them 'equal' by adding or taking away, or to identify if they are already equal. Use clear, simple language: "Make these two groups equal. What did you do to make them the same?"

Step 3

Day 3: Number Line Comparisons (40 minutes)

40 minutes

Math Routine: Number Identification (5 minutes)

  • Present the visual schedule. "First, identify numbers. Then, number line lesson."
    * Show Number Cards (1-10) one at a time. Students identify the number. Mix up the order. Focus on clear, quick responses. If a student struggles, prompt with the number name.
    * Reinforce: "Yes, that's the number 6!"

Mini-Lesson: Using the Number Line to Compare (15 minutes)

  • Use More, Less, or Equal? Slide Deck (Slide 3) and the large Number Line Mat. Verbally and visually connect the number line to the concepts of 'more' and 'less.'
    * Explain how the number line helps: "Numbers to the right are always MORE! Numbers to the left are always LESS!" Use a physical pointer on the number line to demonstrate.
  • Model comparing two written numerals (e.g., 3 and 7) by finding them on the number line and explicitly stating which is more/less. "I see 3 here. I see 7 here. 7 is to the right of 3, so 7 is MORE."

Independent Practice: Number Comparisons on a Line (5 minutes)

  • Distribute Daily Worksheets (Day 3 - Number Line Comparisons). Read the instructions aloud: "In the first part, circle the number that is more. In the second part, circle the number that is less. You can point to the big number line if it helps you."
  • Provide individual support, guiding students to use the number line as a visual tool.

Small Group Rotations (20 minutes)

  • Present the visual schedule for rotations. Clearly state who goes to which group.
  • Group A (Math Shelf): Students work with Number Cards (1-10) and individual number lines to practice comparing numbers. Teacher observes and guides, using prompts like "Place 5 here. Place 2 here. Which number is less? How do you know?"
    * Group B (Computers): Students interact with an online number line game, placing numbers or comparing their positions to determine more/less. Ensure the chosen games are visually clear and have simple, predictable interfaces.

Step 4

Day 4: Combining Small Groups (40 minutes)

40 minutes

Math Routine: Counting On (5 minutes)

  • Present the visual schedule. "First, counting on. Then, mini-lesson."
  • Start with a number (e.g., 2), and students count on for 3 more (2...3, 4, 5!). Practice with totals up to 5. Use fingers or manipulatives to physically show the 'counting on' process. "Start with 2, now add 3 more. Count with me!"

Mini-Lesson: Putting Groups Together (15 minutes)

  • Use More, Less, or Equal? Slide Deck (Slide 5) to introduce combining groups. Use explicit language: "Combining means putting things together to find the total."
  • Using manipulatives, demonstrate combining two small groups (totals up to 5) and counting the total. (e.g., 2 red bears + 3 blue bears = 5 bears). Model the full counting process clearly.
  • Practice drawing and representing the combined total. Emphasize: "This is a number story: 2 and 3 make 5."

Independent Practice: Combine and Count! (5 minutes)

  • Distribute Daily Worksheets (Day 4 - Combine and Count!). Read the instructions aloud: "Count the objects in each small group. Then, put them together and count the total. Write the total number in the box. You can draw the combined group if it helps."
  • Circulate to provide support, ensuring students understand the concept of combining rather than just counting each group separately.

Small Group Rotations (20 minutes)

  • Present the visual schedule for rotations. Clearly state who goes to which group.
  • Group A (Computers): Students play simple addition games where they combine small groups of objects or numbers up to 5. Select games with clear visuals and audio feedback.
    * Group B (Math Shelf): Students use Combining Groups Activity cards with pictures of small groups. They combine manipulatives to find the total and write the answer. Provide specific manipulatives for each card if needed, and offer 1:1 support.

Step 5

Day 5: Review and Assessment (40 minutes)

40 minutes

Math Routine: Quick Number Review (5 minutes)

  • Present the visual schedule. "First, number review. Then, unit review."
  • A quick round of "Guess My Number" or showing Number Cards (1-10) for identification. Use clear, direct clues (e.g., 'I am the number after 4.' 'I am the number between 7 and 9.').

Mini-Lesson: Unit Review (15 minutes)

  • Use More, Less, or Equal? Slide Deck (Slide 7) to review. Clearly summarize the week's learning: "This week we learned: more, less, equal. We used the number line. We combined groups."
  • Lead a brief Q&A session, asking students to give examples of more/less/equal, or solve simple combining problems. Use the Number Cards (1-10) and manipulatives for quick visual examples. Provide sentence frames for answers (e.g., "[Number] is more than [Number].").

Independent Practice: Count and Compare Exit Ticket (5 minutes)

  • Distribute Cool Down: Count and Compare. Read the instructions aloud: "This is your exit ticket. Complete it by yourself. Read the questions carefully and do your very best. This helps me see what you learned."
  • Ensure a quiet working environment. Provide individual assistance by re-reading questions or clarifying instructions with a neutral tone.

Small Group Rotations (20 minutes)

  • Present the visual schedule for rotations. Clearly state who goes to which group. "Last small group day!"
  • Math Shelf Group: "At the Math Shelf, you can choose any manipulatives and number cards to create your own comparing or combining problems. You can show me what you know, or work with a friend." Encourage peer-to-peer modeling if appropriate, with clear guidelines.
  • Computer Group: "Today on the computers, you'll find a review game that covers comparing numbers and combining groups. It's a great way to show how much you've learned!" Monitor closely for engagement and provide breaks if needed.

"You are all amazing mathematicians! Give yourselves a silent cheer! Good job, everyone. Math is all done.""

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Slide Deck

More, Less, or Equal?

Let's explore numbers and see which one is bigger, smaller, or the same!

Greet students. Show the visual schedule for math time. Clearly state the objective: "Today we will compare numbers!" Remember to read all slide text aloud for non-reading students.

What Does it Mean?

  • More: A bigger amount or quantity.
  • Less: A smaller amount or quantity.
  • Equal: The exact same amount.

Introduce the terms one by one, using gestures and concrete examples. Point to 'More', 'Less', 'Equal' as you say them. Use objects in the classroom to demonstrate each concept clearly and literally. (e.g., 'This group has MORE blocks. This group has LESS blocks. These two groups are EQUAL.') Remember to read all slide text aloud for non-reading students.

Our Number Line Adventure!

The number line helps us see which number is more or less.

  • Numbers to the right are MORE!
  • Numbers to the left are LESS!

Show the number line prominently. Explain its purpose very clearly: 'The number line helps us!' Use a finger or pointer to demonstrate 'right is more, left is less' several times. Emphasize consistency in direction. Remember to read all slide text aloud for non-reading students.

Let's Compare!

We'll use our number cards and the number line to compare numbers.

Which number is MORE?
Which number is LESS?

Guide students through examples using actual number cards and the large number line. Ask direct questions: 'Which number is more? How do you know?' Encourage students to point to the number line as they answer. Provide sentence frames if helpful ('[Number] is more than [Number].') Remember to read all slide text aloud for non-reading students.

Combining Groups!

What happens when we put two groups together?

Let's count how many we have in all!

Transition clearly to combining groups. Use manipulatives to demonstrate combining small groups (totals up to 5). Count the combined total explicitly. Use the phrase 'put them together' and 'in all.' Remember to read all slide text aloud for non-reading students.

Your Turn: Worksheet Time!

Now it's your turn to show what you know!

Remember to compare numbers and combine groups.

Explain the worksheet activity very clearly, step-by-step. Show a blank copy of the worksheet and demonstrate how to complete the first problem for each section. Remind students to work quietly and focus. Crucially, read all instructions on the worksheet aloud to students, and guide them visually.

Great Job, Mathematicians!

Today we learned to compare numbers and combine groups!

You are all becoming super number explorers!

Summarize the lesson with direct language, reviewing key concepts 'more, less, equal, combine.' Reiterate that they did a good job. Use the cool-down activity as a final check for understanding and a clear end to the math block. (e.g., 'Math time is done now.'). Remember to read all slide text aloud for non-reading students.

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Warm Up

Warm-Up: Number Hunt

Instructions: Look around the classroom! Can you find any numbers? Point to them and tell us what number you found!




What numbers did you find?


Where did you see them?


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Script

Teacher Script: More, Less, or Equal? (5-Day Unit)

"Good morning, mathematicians! (Show visual 'Math Time' cue). We are going on an amazing math adventure this week, learning all about numbers! We'll discover how to tell if one group has more than another, if they have less, or if they are just the same, or even how to put groups together! Are you ready to be super number detectives?"

Day 1: Introducing More & Less (40 minutes)

Math Routine: Counting Forwards and Backwards (5 minutes)

"(Show visual schedule: '1. Counting'). Let's get our brains warmed up with some counting! Everyone, let's count from 1 to 10! (Count with students, pointing to numbers on a chart or the Number Line Mat). Great! Now, let's try counting backwards from 10! 10, 9, 8... (Count with students, using the Number Line Mat as a visual, pointing clearly). Fantastic counting, friends! You are working so nicely!"

Mini-Lesson: What's More, What's Less? (15 minutes)

"(Show visual schedule: '2. Mini-Lesson'). Now we are learning about 'more' and 'less.'"
(Display More, Less, or Equal? Slide Deck - Slides 1-2. Read all text on the slides aloud to students.)

"Look at our first slide! Today we're starting to learn about two very important words: more and less! (Point to the words). More means a bigger amount. Less means a smaller amount. They are opposites."

"If I hold up 3 pencils in one hand and 5 pencils in the other (show clearly), which hand has more pencils? (Wait for responses, point to the 5 pencils). That's right, the hand with 5! Five is more than three. And which hand has less pencils? (Wait for responses, point to the 3 pencils). The hand with 3! Three is less than five."

(Use various classroom objects as concrete examples: e.g., "Are there more red blocks or more blue blocks in this pile?" Point to each group clearly.)

"Let's practice with our fingers! Show me 2 fingers. Now show me 4 fingers. Which hand has more? Which hand has less? (Give clear verbal praise and prompts: "Yes, 4 is more!" or "Can you show me a hand with less fingers?")"

Independent Practice: Comparing Groups (5 minutes)

"(Show visual schedule: '3. Worksheet'). Now it's your turn to show what you know!"
(Distribute Daily Worksheets - Day 1: Comparing Groups. Read all instructions on the worksheet aloud to students, and guide them visually.)

"On your worksheet for today, Day 1, you'll see pairs of groups of objects. Your job is to circle the group that has more objects. (Demonstrate on a blank worksheet or projector). Just circle one group. Work carefully and do your best! I will be walking around to help you."

Small Group Rotations (20 minutes)

"(Show visual schedule: '4. Small Groups'). Alright, it's time for small groups! We'll have two groups today. (Point to Group A area, then Group B area). When I call your name, you'll go to either the Math Shelf or the Computers. Remember to work quietly and focus on your learning! (Show visual cue for 'quiet')."

  • Math Shelf Group: "At the Math Shelf, you'll find different manipulatives like cubes or counting bears. Work with a partner to create two different groups of objects and then tell each other which group has more and which has less. You can say, 'This group has more than that group.' I'll come around to ask you about your groups!"
  • Computer Group: "At the computers, you will find a fun game that helps us compare groups of objects. (Show a visual of the game icon). Listen to the game's instructions and choose the group that has more or less! Remember to use your listening ears."

Day 2: Understanding 'Equal' (40 minutes)

Math Routine: Subitizing Fun (5 minutes)

"(Show visual schedule: '1. Subitizing'). Welcome back, number detectives! Let's play a quick game. I'm going to flash some dot cards or show you fingers really fast. I want you to tell me how many you see without counting each dot! Are you ready? (Flash cards/fingers with 1-5 dots/fingers. Give quick, explicit feedback: "Yes, 3! Good seeing!"). You're so fast at seeing numbers!"

Mini-Lesson: What Does 'Equal' Mean? (15 minutes)

"(Show visual schedule: '2. Mini-Lesson'). Today, we're learning about a new word: equal!"
(Display More, Less, or Equal? Slide Deck - Slide 2, focusing on 'Equal'. Read all text on the slides aloud to students.)

"Yesterday we learned about more and less. Today, we're going to learn about a super important word: equal! (Point to the word). Equal means the exact same amount. It means not more, and not less. They are the same!"

(Demonstrate with objects: 2 pencils vs 2 pencils; 4 blocks vs 4 blocks. Visually match them up to show they are the same.)

"If I have 3 blue cubes and you have 3 red cubes (show clearly), we have an equal amount! They are the same! Let's count to check. 1, 2, 3. And 1, 2, 3. They are equal."

"Let's make sure we understand. If I have 3, and you have 3, that's equal! If I have 3 and you have 4, is that equal? (Shake head 'no'). No, 4 is more! They are not the same."

Independent Practice: More, Less, or Equal? (5 minutes)

"(Show visual schedule: '3. Worksheet'). For your independent practice today, you'll find a worksheet for Day 2."
(Distribute Daily Worksheets - Day 2: More, Less, or Equal?. Read all instructions on the worksheet aloud to students, and guide them visually.)

"You'll see two groups of objects. Your job is to circle if the first group has more, less, or an equal amount compared to the second group. (Point to each option). Only circle one word. Read each one carefully!"

Small Group Rotations (20 minutes)

"(Show visual schedule: '4. Small Groups'). Time for small groups again! Remember our rules for working together and using our materials wisely! (Show visual for 'respect materials')."

  • Computer Group: "At the computers today, you'll find games that challenge you to make groups equal or find two groups that are already equal. Pay close attention to the numbers! (Show visual of game)."
  • Math Shelf Group: "At the Math Shelf, you'll have manipulatives. I want you to try to make two groups equal. If they're not equal, how can you make them equal? You can add some or take some away! For example, if I have 2 and you have 3, what can we do to make them equal? (Guide them to add or take away). I'll be watching your clever thinking!"

Day 3: Number Line Comparisons (40 minutes)

Math Routine: Number Identification (5 minutes)

"(Show visual schedule: '1. Number ID'). Good morning, math whizzes! Let's quickly review our numbers!"
*(I'm going to hold up these Number Cards (1-10) one by one. Shout out the number you see! (Go through cards 1-10 in mixed order). Super job recognizing those numbers!)"

Mini-Lesson: Using the Number Line to Compare (15 minutes)

"(Show visual schedule: '2. Mini-Lesson'). Today, we have a special helper to compare numbers: our number line! (Point to the Number Line Mat)."
(Display More, Less, or Equal? Slide Deck - Slide 3 and have the large Number Line Mat visible. Read all text on the slides aloud to students.)

"See how the numbers go in order from smallest to biggest? The number line helps us see which number is more and which is less."

"Remember this: Numbers to the right on the number line are always MORE! (Move hand to the right along the number line). And numbers to the left on the number line are always LESS! (Move hand to the left)."

"Let's try it! If I pick the number 3 and the number 7. (Point to 3 and 7 on the number line). Which number is more to the right? The 7! So, 7 is MORE than 3! Which number is more to the left? The 3! So, 3 is LESS than 7!"

(Repeat with several pairs of Number Cards (1-10), having students identify more/less using the number line as a guide. Provide sentence frames: "[Number] is more than [Number]." "[Number] is less than [Number].")

Independent Practice: Number Comparisons on a Line (5 minutes)

"(Show visual schedule: '3. Worksheet'). On your Day 3 worksheet, you'll see pairs of written numbers."
(Distribute Daily Worksheets - Day 3: Number Line Comparisons. Read all instructions on the worksheet aloud to students, and guide them visually.)

"You'll need to circle the number that is more in the first section, and then circle the number that is less in the second section. (Demonstrate circling on the projector). You can point to our big number line to help you find the numbers!"

Small Group Rotations (20 minutes)

"(Show visual schedule: '4. Small Groups'). Great work comparing numbers with our number line! Now, let's move to our small groups."

  • Math Shelf Group: "At the Math Shelf, you'll have your own small number lines and Number Cards (1-10). Practice picking two cards and telling your partner which number is more and which is less using your number line. You can say, 'Number 5 is more than number 2.' I will come check your work!"
  • Computer Group: "The computer games today will have you working with number lines! You might have to drag numbers to the right or left, or identify numbers that are bigger or smaller. (Show visual of game). Show what you know about our number line!"

Day 4: Combining Small Groups (40 minutes)

Math Routine: Counting On (5 minutes)

"(Show visual schedule: '1. Counting On'). Hello, awesome counters! Let's practice 'counting on' today!"
"I'll say a number, and then we'll count on a few more. For example, if I say '2,' and I want you to count on '3 more,' you'd say '2... 3, 4, 5!' (Use fingers or manipulatives to demonstrate). Let's try! Start with 1, count on 2 more! (1... 2, 3!). Start with 3, count on 2 more! (3... 4, 5!). Great job!"

Mini-Lesson: Putting Groups Together (15 minutes)

"(Show visual schedule: '2. Mini-Lesson'). Today we're going to become experts at combining groups! (Point to the words). Combining means putting two groups together to find out how many we have in all."
(Display More, Less, or Equal? Slide Deck - Slide 5. Read all text on the slides aloud to students.)

"Imagine I have 2 red counting bears. (Hold up 2 bears clearly). And then I get 3 blue counting bears! (Hold up 3 bears). If I put them all together (physically combine them), how many bears do I have in all? Let's count them! 1, 2, 3, 4, 5! I have 5 bears! (Show the total group)."

(Repeat with various examples using manipulatives or drawing on the board, always keeping the total up to 5. Emphasize the language: "2 and 3 make 5 in all." Use a sentence frame: "[Number] and [Number] make [Total] in all.")

"It's like telling a number story!"

Independent Practice: Combine and Count! (5 minutes)

"(Show visual schedule: '3. Worksheet'). On your worksheet for Day 4, you'll see pictures of two small groups of objects."
(Distribute Daily Worksheets - Day 4: Combine and Count!. Read all instructions on the worksheet aloud to students, and guide them visually.)

"Your mission is to count how many are in each group, then combine them in your mind or by drawing the total, and write the total number in all. (Demonstrate drawing the combined total). Good luck, combiners!"

Small Group Rotations (20 minutes)

"(Show visual schedule: '4. Small Groups'). Fantastic work with combining groups! Let's go to our stations."

  • Computer Group: "At the computers, you'll find some engaging games where you can practice putting small groups together to find the total. (Show visual of game). Look for the games that ask you to add or combine!"
  • Math Shelf Group: "At the Math Shelf, you'll have these Combining Groups Activity cards. Each card has a small number story or pictures. Read the instructions and questions on the activity cards aloud to students. Use the manipulatives to act out the story, combine the groups, and then write the answer on the card or a whiteboard. I'll be there to help if you get stuck!"

Day 5: Review and Assessment (40 minutes)

Math Routine: Quick Number Review (5 minutes)

"(Show visual schedule: '1. Review'). Good morning, super math thinkers! Today is our review day, where we get to show off everything we've learned this week! Let's do a quick 'Guess My Number' game. I'll give you a clue, and you tell me the number! (e.g., 'I'm a number that is more than 3 but less than 5.' 'I'm the number you get if you put 2 and 2 together.' Provide clear wait time for responses). Excellent answers!"

Mini-Lesson: Unit Review (15 minutes)

"(Show visual schedule: '2. Unit Review'). This week we've become experts at so many things!"
(Display More, Less, or Equal? Slide Deck - Slide 7. Read all text on the slides aloud to students.)

"We learned about more, less, and equal. (Point to each term on the slide). We used our awesome number line to compare numbers (point to number line), and we even learned how to combine small groups to find a total! (Show combining action)."

(Lead a brief Q&A session, asking students to give examples of more/less/equal, or solve simple combining problems. Use the Number Cards (1-10) and manipulatives for quick visual examples. Provide sentence frames as needed. Keep questions direct and provide time to process.)

"You've all worked so hard and learned so much!"

Independent Practice: Count and Compare Exit Ticket (5 minutes)

"(Show visual schedule: '3. Exit Ticket'). Now it's time for our final independent practice, our exit ticket!"
(Distribute Cool Down: Count and Compare. Read all instructions on the exit ticket aloud to students, and guide them visually.)

"This will help me see what you remember from our week of learning. Please complete your Cool Down: Count and Compare. Read the questions carefully and do your very best! Work quietly, please."

Small Group Rotations (20 minutes)

"(Show visual schedule: '4. Small Groups'). For our last small groups of this unit, you'll have a chance to show what you know in a fun way!"

  • Math Shelf Group: "At the Math Shelf, you can choose any of the manipulatives and the number cards to create your own comparing or combining problems. You can even try to 'teach' a friend or me what you know! (Encourage clear communication)."
  • Computer Group: "Today on the computers, you'll find a review game that covers comparing numbers and combining groups. It's a great way to show how much you've learned! (Show visual of game)."

"You are all amazing mathematicians! Give yourselves a silent cheer! (Demonstrate). Math time is finished for today."

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Activity

Number Cards (1-10)

Instructions: Print, cut out, and laminate these cards. Use them for comparing numbers or for matching activities.

1

2

3

4

5

6

7

8

9

10

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Activity

Number Line Mat (0-10)

Instructions: Print this mat and laminate it for durability. Use it as a visual aid for comparing numbers.

0   1   2   3   4   5   6   7   8   9   10

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Worksheet

Daily Worksheets

Day 1: Comparing Groups

Teacher reads aloud: Look at each pair of groups. Circle the group that has MORE objects.

  1. 🥕🥕     🥕🥕🥕



  2. 🎈🎈🎈🎈     🎈🎈



  3. 🐛     🐛🐛🐛



  4. 🍎🍎🍎     🍎🍎🍎🍎



Day 2: More, Less, or Equal?

Teacher reads aloud: Look at each pair of groups. Circle if the first group has MORE, LESS, or an EQUAL amount compared to the second group.

  1. 🍊🍊🍊   vs   🍊🍊
    MORE   LESS   EQUAL



  2. 🌻🌻   vs   🌻🌻
    MORE   LESS   EQUAL



  3. 🦕   vs   🦕🦕🦕
    MORE   LESS   EQUAL



  4. ⚽⚽⚽⚽   vs   ⚽⚽⚽
    MORE   LESS   EQUAL



Day 3: Number Line Comparisons

Teacher reads aloud: Look at each pair of numbers. Circle the number that is MORE.

  1. 2     6



  2. 9     4



  3. 7     3




    Teacher reads aloud: Now, circle the number that is LESS.

  4. 1     5



  5. 8     2



Day 4: Combine and Count!

Teacher reads aloud: Count the objects in each group. Then, draw and write the total when you combine them!

  1. 🐻 + 🐻🐻

    Total:


  2. 🚗🚗 + 🚗🚗

    Total:


  3. 🍓🍓🍓 + 🍓

    Total:


  4. ⭐ + ⭐⭐

    Total:


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lenny

Worksheet

More, Less, or Equal? Worksheet

Part 1: Which Number is MORE?

Circle the number that is more in each pair.

  1. 5     2



  2. 8     6



  3. 1     4



  4. 9     7



  5. 3     10



Part 2: Combine and Count!

Count the objects in each group. Then, draw and write the total when you combine them!

  1. 🍎🍎 + 🍎

    Total:


  2. ⭐ + ⭐⭐⭐

    Total:


  3. 🔵🔵🔵 + 🔵🔵

    Total:


  4. 🌼🌼 + 🌼🌼

    Total:


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lenny

Cool Down

Cool Down: Count and Compare

Teacher reads aloud: Answer the questions below to show what you learned!

  1. Which number is more? Circle it.

    3     5




  2. Which number is less? Circle it.

    8     4




  3. If you have 2 red apples and 1 green apple, how many apples do you have in all?

    Draw your apples and write the total number.












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lenny

Activity

Combining Groups Activity Cards

Instructions: Print, cut out, and laminate these cards. Students will use manipulatives to represent the groups, combine them, and then write the total.

Card 1

Teacher reads aloud: Draw 1 apple and 2 apples.

Teacher reads aloud: How many apples in all? _____

Card 2

Teacher reads aloud: Draw 3 stars and 1 star.

Teacher reads aloud: How many stars in all? _____

Card 3

Teacher reads aloud: Draw 2 blue circles and 2 blue circles.

Teacher reads aloud: How many blue circles in all? _____

Card 4

Teacher reads aloud: Draw 1 flower and 3 flowers.

Teacher reads aloud: How many flowers in all? _____

Card 5

Teacher reads aloud: Draw 4 cubes and 1 cube.

Teacher reads aloud: How many cubes in all? _____

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lenny

Answer Key

Answer Key: More, Less, or Equal? (5-Day Unit)

Daily Worksheets - Day 1: Comparing Groups

Instructions: Look at each pair of groups. Circle the group that has MORE objects.

  1. 🥕🥕     🥕🥕🥕
    Thought Process: 3 carrots are more than 2 carrots.



  2. 🎈🎈🎈🎈     🎈🎈
    Thought Process: 4 balloons are more than 2 balloons.



  3. 🐛     🐛🐛🐛
    Thought Process: 3 caterpillars are more than 1 caterpillar.



  4. 🍎🍎🍎     🍎🍎🍎🍎
    Thought Process: 4 apples are more than 3 apples.



Daily Worksheets - Day 2: More, Less, or Equal?

Instructions: Look at each pair of groups. Circle if the first group has MORE, LESS, or an EQUAL amount compared to the second group.

  1. 🍊🍊🍊   vs   🍊🍊
    MORE   LESS   EQUAL
    Thought Process: 3 oranges are more than 2 oranges.



  2. 🌻🌻   vs   🌻🌻
    MORE   LESS   EQUAL
    Thought Process: 2 sunflowers are equal to 2 sunflowers.



  3. 🦕   vs   🦕🦕🦕
    MORE   LESS   EQUAL
    Thought Process: 1 dinosaur is less than 3 dinosaurs.



  4. ⚽⚽⚽⚽   vs   ⚽⚽⚽
    MORE   LESS   EQUAL
    Thought Process: 4 soccer balls are more than 3 soccer balls.



Daily Worksheets - Day 3: Number Line Comparisons

Instructions: Look at each pair of numbers. Circle the number that is MORE.

  1. 2     6
    Thought Process: On a number line, 6 is to the right of 2, so 6 is more.



  2. 9     4
    Thought Process: On a number line, 9 is to the right of 4, so 9 is more.



  3. 7     3
    Thought Process: On a number line, 7 is to the right of 3, so 7 is more.




    Instructions: Now, circle the number that is LESS.

  4. 1     5
    Thought Process: On a number line, 1 is to the left of 5, so 1 is less.



  5. 8     2
    Thought Process: On a number line, 2 is to the left of 8, so 2 is less.



Daily Worksheets - Day 4: Combine and Count!

Instructions: Count the objects in each group. Then, draw and write the total when you combine them!

  1. 🐻 + 🐻🐻

    Total: 3 bears (Students should draw 3 bears)
    Thought Process: 1 bear + 2 bears = 3 bears.



  2. 🚗🚗 + 🚗🚗

    Total: 4 cars (Students should draw 4 cars)
    Thought Process: 2 cars + 2 cars = 4 cars.



  3. 🍓🍓🍓 + 🍓

    Total: 4 strawberries (Students should draw 4 strawberries)
    Thought Process: 3 strawberries + 1 strawberry = 4 strawberries.



  4. ⭐ + ⭐⭐

    Total: 3 stars (Students should draw 3 stars)
    Thought Process: 1 star + 2 stars = 3 stars.



Combining Groups Activity Cards

Card 1

Draw 1 apple and 2 apples.

How many apples in all? 3
Thought Process: 1 + 2 = 3

Card 2

Draw 3 stars and 1 star.

How many stars in all? 4
Thought Process: 3 + 1 = 4

Card 3

Draw 2 blue circles and 2 blue circles.

How many blue circles in all? 4
Thought Process: 2 + 2 = 4

Card 4

Draw 1 flower and 3 flowers.

How many flowers in all? 4
Thought Process: 1 + 3 = 4

Card 5

Draw 4 cubes and 1 cube.

How many cubes in all? 5
Thought Process: 4 + 1 = 5

Cool Down: Count and Compare

  1. Which number is more? Circle it.

    3     5
    Thought Process: On a number line, 5 is to the right of 3, so 5 is more.




  2. Which number is less? Circle it.

    8     4
    Thought Process: On a number line, 4 is to the left of 8, so 4 is less.




  3. If you have 2 red apples and 1 green apple, how many apples do you have in all?

    Draw your apples and write the total number.

    Total: 3 apples (Students should draw 3 apples, 2 red and 1 green)
    Thought Process: 2 apples + 1 apple = 3 apples.












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