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Fewer than and the same as

Teacher: Crystal Hampson


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Grade: Kindergarten

Content and Standards:


CALIFORNIA Common Core standards: 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.
Prerequisites:
Students should be able to count up to 10
Students should have knowledge of number order
Instructional Objectives:
Students will be able to compare using fewer than and the same as
Instructional Procedures:
BEFORE:
Hand out a small ball of clay to each student. Allow them a minute to play with the clay
before starting. Explain that they may have more time to play with the clay at the end of
the lesson if they have good behavior. Ask students to use the clay to make six little
pretend pancakes. How many people could you serve with your pancakes if you were
going to have a tiny pancake party? What if another person joined them? Put your clay
back together into a ball and make new tiny pancakes so there would be just enough.
Talk to a partner about your cooking.
DURING:
Lay five markers on a table. Explain that you will call up six students to be your helpers.
Ask each student to a marker (one at a time). The sixth student will not have a marker.
Explain that there are fewer markers than students and that there arent enough markers
so that each student may have one. Hand another marker to the sixth student and ask if
there are enough now. Explain that the number of markers is the same as the number of
students. Ask students to return their markers and go back to their seats.
Show students that you have some pennies and some cubes. Arrange these objects on
your desk or on an overhead projector so that all are able to see the objects. Ask students
what they notice about the objects. Students should notice that there are more cubes than
pennies. Ask students how did they know that. Explain that there are fewer pennies than
cubes. Ask students to repeat after you. Take away one cube at a time until you have the
same number of pennies as cubes. Ask students what they notice now about the pennies
and cubes. Students should notice there are the same amount of each. Explain that the
number of pennies is the same as the number of cubes. Ask students to repeat after you.
AFTER:
Begin the worksheet together as a class. Read the directions aloud and ask for volunteers
to do the worksheet as a class. When finished, ask students to go back to their desks to
finish the worksheet. When finished, discuss the worksheet together.
Materials and Equipment:
Clay or play-doh for each student, box of markers, 5 pennies, 10 cubes, worksheet,
sentence strip, overhead projector
Assessment/Evaluation:

VII.

VIII.
IX.

Use observation and the worksheet to assess students.


Differentiation/Individualized Activities:
For ELL students in the class- read aloud any directions, when available draw pictures
with the words, sit down one on one with the students to ensure they are understanding,
and scaffold instruction.
Technology:
Overhead projector
Self-Assessment:
Use observation and student worksheets to determine how well students understood the
lesson.
Student artifacts of the worksheet:

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