Standard #: MA.K.NSO.1.4


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Compare the number of objects from 0 to 20 in two groups using the terms less than, equal to or greater than.


Clarifications


Clarification 1: Instruction focuses on matching, counting and the connection to addition and subtraction.

Clarification 2: Within this benchmark, the expectation is not to use the relational symbols =,> or <.



General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: K
Strand: Number Sense and Operations
Standard: Develop an understanding for counting using objects in a set.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • NA

 

Vertical Alignment

Previous Benchmarks

 

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is to develop student understanding of comparing numbers and values relative to others. This benchmark may be used to connect to the counting sequence, forwards and backwards, and to addition and subtraction as strategies to compare numbers. 
  • Instructions encourage students to explain “how they know” a number is greater than, less than or equal to (MTR.6.1). 
    • For example, a student could explain that 5 is after 3 so 5 is greater than 3. A student could also pair objects one-to-one to determine that 5 is greater than 3. 
  • Instruction allows for students to compare sets and demonstrate their thinking using various strategies, such as addition and subtraction, counting on or back, and manipulatives (MTR.2.1). 
    • For example, 7 is greater than 5 because 5 + 2 = 7 and because it is like starting at 5 and counting “5, 6, 7.” 
  • Instruction includes pairing objects in two sets one-to-one, students may observe that a set has more objects when there are no more to pair with (MTR.5.1). 
  • Instruction includes the language “which is greater,” “which is less,” and “are they equal,” to help students develop vocabulary. 
  • Instruction includes comparing sets of objects as well as numbers.

 

Common Misconceptions or Errors

  • Students may confuse the size of objects with the number of objects when comparing.

 

Strategies to Support Tiered Instruction

  • Instruction includes presenting students with two sets of objects to compare in which modeling of a matching strategy is used to determine precisely which set has more. 
    • For example, the teacher may use questions that can elicit student thinking about the relationship between quantity and size including 
      • “Do you think they have the same amount? How do you know?” 
      • “When we want to see if one group has more, less or the same, we will compare the groups by matching one from each group.” 
    • Students may record the numbers or drawings of their comparisons and describe how they determined which group was more, or less. 

  • Instruction includes a focus on “equal” by presenting students with two sets of objects with equal quantities in which the objects in one set are at least twice as large as the objects in the other set. 
    • For example, students will need to be introduced to the idea that larger items don’t necessarily mean they are “more” or that smaller items mean there are “less.” 

    • For example, the teacher may use the following questions to elicit student thinking about the relationship between quantity and size and can include, 
      • “Do you think they have the same amount? How do you know?”
      • “When we want to see if one group has more, less or the same, we will compare the groups by matching one from each group.” 
      • “Each group has the same amount. Another word for same is ‘equal.’”

 

 

Instructional Tasks

Instructional Task 1 

Given two sets of objects (pictorially or concrete objects), students will count and record the number of objects in each set. Give time for students to discuss in groups and ask the following: 
  • Which number is greater? 
  • How do you know? 
  • Which number is less? 
  • How do you know? 
  • What’s the total number of objects? 
  • How many more is in one group than the other? 

It is important for students to discuss each comparison, and begin to make connections. Examples of student responses could include: 
  • 9 is greater than 5, because when I count, 9 comes after 5. 
  • I know 5 is less than 9, because 9 is greater than 5. 
  • I know that 9 is greater than 5, because I have to add 4 to 5 to get 9. 
  • I counted all of the objects. 
  • I subtracted the two numbers, I matched them and found the number left over. 


Instructional Task 2 

Teacher provides students with two sets of objects. Group A has 8 objects and Group B has 6 objects. Teacher asks student, Is group A greater than or less than group B? Teacher then asks, How do you know; what would you do to make the groups equal?

 

Instructional Items

Instructional Item 1 

Who has more shirts? How do you know? 


 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.




Related Courses

Course Number1111 Course Title222
5012020: Grade Kindergarten Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712015: Access Mathematics - Grade Kindergarten (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.K.NSO.1.AP.4 Compare the number of objects from 0 to 10 in two groups to determine which group is greater or less, or if the number of objects in the two groups are equal.


Related Resources

Formative Assessments

Name Description
Which is Greater?

Students are asked to compare two numbers between 1 and 10 during a game of "Which is Greater?".

Who Wins?

Students compare numerals to determine which number is the greatest.

Who Has More Dots?

Students work with a partner to determine whose card, if any, has more dots.

Which Side Has More?

Students compare groups of objects to determine whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

Take and Compare

Students take handfuls of counters, count them, and use the terms greater than, less than, or equal to to compare the sets.

Greater Than/Less Than/Equal To

Students work in pairs to compare 10 frame cards that contain both a numeral and a corresponding number of dots.

Comparing Numbers Card Game

Students are asked to compare two numbers between 1 and 10 using playing cards.

Comparing Numbers

Students are asked to compare pairs of numbers between 1 and 10.

Animal Line Up

Students are shown two cards with pictures of animals and asked to compare the number of animals on the two cards.

Lesson Plans

Name Description
Responsible Decision Makers Use Technology - Part 1

In this integrated lesson plan, students will discuss the different ways that groups of people can make decisions. Using communication and collaboration with peers and teachers, students will use a scratch program to solve a problem. 

*This is lesson 1 of 3 lessons that integrate civics with computer science* 

Compare and Decide

In this integrated lesson plan, students will work cooperatively in groups to choose a picture card that depicts a group of objects that is greater than, less than, or equal to the picture card shown by the teacher.

Is it FAIR?

This lesson is a hands-on lesson designed to teach greater than, less than and equal to by comparing groups of objects.

Sweet Comparisons

In this lesson students will count and compare the number of objects in two different groups with up to 5 objects each. They will compare by matching to determine which group has a number that is greater than or less than the other group using pictures of sweet treats. There is an individual activity and printable worksheet attached to support the sweet treat theme.

Spring Festival Flower

In this MEA, students will help pick a flower that will be the focus of the Spring Festival.  They will practice counting pictures and representing the number of pictures with a written numeral.

"How Long is Your Train?"

This lesson is intended to allow students to gain insight into the importance of measurement. The focus is on using non-standard units to measure the length of a "train" they create. Students are then required to compare the length of their train with a buddy's train.

Whose Baby is That?

This inquiry-based 5E lesson provides an initial look at categorizing items into 2 categories. Visuals of animals are used to begin the classifying/categorizing of animals and their babies. Students will practice categorizing in pairs and will be given the categories to use. They will then explain the placement of each item in the category. The teacher will ask guiding questions and facilitate the lesson to ensure comprehension of the material.

Sort, Count, and Graph

In this lesson, students will sort objects, count the number of objects in each category and compare using the terms greater than, less than, or equal to.

Popsicle Problem

Students will work in teams to help choose the best Popsicle to sell. They will develop a procedure based on the following criteria: taste, color, cost, and melting speed. They will reassess the Popsicles during the twist incorporating flavors and a fourth Popsicle choice. Students may arrange the criteria based on their team's interpretation of most important to least important. Students may have to make trade offs based on these interpretations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Pineville Playground

This MEA is designed on a Kindergarten grade level. Students will work in teams to determine the best piece of playground equipment to add to the city playground. Students will use criteria such as safety, cost, degree of fun, and time to build to make their determinations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

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This MEA is designed at a Kindergarten grade level. Students will work in teams to determine the best apple treat to showcase in a display at a farm stand. Students will use criteria such as smell, taste, and profit to make their determinations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Balancing Equations

This is an engaging, hands-on lesson to help the students understand the meaning of the equal sign. The lesson is written using a pan/equal arm balance but may be done with just connecting cubes.

If You Give a Teacher a Cookie...

More than, less than, or equal to? Which would you rather have? Well, it depends upon the situation. Let's compare objects and numbers and decide if it is best to have more of something, less of something, or just as much as someone else.

What's the Scoop?

In this open-ended question, students, in teams will make decisions about how to rank new ice cream flavors for Frosty's based on various ice cream characteristics (e.g., taste, smell, color and fun factor). Students will practice analyzing data sets and their writing skills to record their process and thinking.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Vegetables…in Cupcakes?!

In teams, students will make decisions about how to select the best bakery based on various cupcake characteristics (e.g., taste, smell).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Fishy Lengths - Which fish is right for my aquarium?

Students explore lengths of fish to determine if fish are too long to fit in different sized aquariums. Students will use non-standard units and measuring tools to compare the lengths of fish and boxes without being able to directly hold the fish near the boxes.

Greater? Less? Let's Compare

This lesson is designed to give the students a hands-on opportunity to count small numbers of objects and decide which is greater or less than the other when compared.

Counting to Ten With Ten Black Dots

In this lesson, students will practice one-to-one correspondence and counting to 10 using black dots as manipulative.

Every Group Counts!

The students will be working in whole group, small group and individually to discover measurable attributes of objects and sort the objects into categories. Students will also count and compare the number of objects in each category. 

Hopping Hippo Needs Help

In this open-ended question, students, in teams will make decisions about how to rank shoes based on various shoe characteristics (e.g., color, comfort, shoelaces, lights, and customer ratings).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Sorting It All Out

In this lesson, kindergarten students will learn to sort objects familiar to them by different attributes. They will justify their decisions for classification when objects have more than one similar characteristic.

Perspectives Video: Teaching Idea

Name Description
Connecting Geometry to Numbers

Unlock an effective teaching strategy for connecting geometry and numbers in order to build number sense in this Teacher Perspectives video for educators.

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