K.CC.6

K.CC.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.* K.MP.2. Reason abstractly and quantitatively. K.MP.7. Look for and make use of structure. K.MP.8. Look for and express regularity in repeated reasoning. || **Remembering** **:** can the student recall or remember the information? define, list, recall **Understanding:** can the student explain ideas or concepts? sort, classify, describe, discuss, explain, identify, locate, recognize, select **Applying** : can the student use the information in a new way? demonstrate, illustrate, sketch, write. **Analyzing** : can the student distinguish between the different parts? compare, distinguish, examine, **Evaluating** : can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate **Creating** : can the student create new product or point of view? create, design, write. ||
 * ===**Common Core Standard**===
 * Include groups with up to ten objects. || ===**Anchor Standard/Mathematical Practice(s)**===
 * ===**Information Technology Standard**===
 * K.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). || ===**Revised Bloom's Level of thinking**===

**I can...**

 * count to decide if a group is more, less, or equal.

**Essential Vocabulary**

 * **fewer, less, more, greater, equal, compare, quantity, same**

**Sample Assessments**

 * **Students observe two trains of interlocking cubes and determine greater than (longer), less than (shorter), or equal to (same).**
 * **In pairs, Student A places designated numbers of manipulatives in a container or bag. In a second container, Student B builds a set that is greater than, less than, or equal their partners.**

**Differentiation**

 * **Flash a number card and have students hold up fingers to show less, more, or equal to the flashcard.**
 * **Students toss two dice and decide which number is more, less, or if the numbers or equal.**
 * **Have students sort themselves by boys and girls into two lines and decide which is fewer, more, or they equal.**

**Intervention:**

 * **Students having trouble with greater or less, have them make a row or 10 counters and a row of another number. Guide them to use one on one correspondence by matching up objects.**
 * **Use smaller numbers 0-5 to demonstrate greater or less than.**
 * **Have students count small groups of objects around the room (e.g. crayons). Have them represent what they counted by putting counters on a five frame.**

**Enrichment:**

 * **Do an outside activity by having students collect rocks. When students return with their rock, sort the rocks and decide what there is "more", "less" of a certain color of rocks.**

**Instructional Resources**

 * **Investigations math**
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**Notes and Additional Information**
Students use their counting ability to compare sets of objects (0-10). They may use matching strategies (Student 1), counting strategies (Student 2) or equal shares (Student 3) to determine whether one group is greater than, less than, or equal to the number of objects in another group. Student 1 I lined up one square and one triangle. Since there is one extra triangle, there are more triangles than squares.

Student 2 I counted the squares and I got 4. Then I counted the triangles and got 5. Since 5 is bigger than 4, there are more triangles than squares.

Student 3 I put them in a pile. I then took away objects. Every time I took a square, I also took a triangle. When I had taken almost all of the shapes away, there was still a triangle left. That means that there are more triangles than squares.