# MA.K.NSO.1.4

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.)
Strand: Number Sense and Operations
Status: State Board Approved

## Benchmark Instructional Guide

• 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.’”

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.

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

This benchmark is part of these courses.
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

Alternate version of this benchmark for students with significant cognitive disabilities.
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

Vetted resources educators can use to teach the concepts and skills in this benchmark.

## Formative Assessments

Which is Greater?:

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

Type: Formative Assessment

Who Wins?:

Students compare numerals to determine which number is the greatest.

Type: Formative Assessment

Who Has More Dots?:

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

Type: Formative Assessment

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.

Type: Formative Assessment

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.

Type: Formative Assessment

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.

Type: Formative Assessment

Comparing Numbers Card Game:

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

Type: Formative Assessment

Comparing Numbers:

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

Type: Formative Assessment

Animal Line Up:

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

Type: Formative Assessment

## Lesson Plans

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*

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

From the Apple Farm to Market!:

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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).

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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.

Type: Lesson Plan

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).

Type: Lesson Plan

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.

Type: Lesson Plan

## Perspectives Video: Teaching Idea

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.

Type: Perspectives Video: Teaching Idea

## STEM Lessons - Model Eliciting Activity

From the Apple Farm to Market!:

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.

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).

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.

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.

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.

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).

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.

## MFAS Formative Assessments

Animal Line Up:

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

Comparing Numbers:

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

Comparing Numbers Card Game:

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

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.

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.

Which is Greater?:

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

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.

Who Has More Dots?:

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

Who Wins?:

Students compare numerals to determine which number is the greatest.

## Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

## Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.