Can I Have Some More?
Students will be able to deduce the meaning of more. Students will be able to select the group that contains more.
- Act out a skit with two students.
- Call two students to the front of the class.
- Give one student 3 dollars and the other only 1 dollar.
- Ask the class questions about what happened. For example: Was that fair? Why or why not? What should have happened?
- Explain what is meant by more. Define more as a greater or additional amount of something in comparison to someone or something else.
- Make reference to the skit and how one student had more money than the other.
Explicit Instruction/Teacher Modeling(10 minutes)
- Write two numerals on the whiteboard on top of each other.
- Draw images next to them to show one to one correspondence. For example: 3 ooo and 6 oooooo
- Ask which group has more.
- Tell students to explain how they know which group has more.
- Repeat this until students can easily answer which group has more correctly.
Guided Practice/Interactive Modeling(15 minutes)
- Give each student a mat that is divided into two columns.
- Give each student several bear counters.
- Write a number on the board and tell the student to place that many bear counters on the left side of the board.
- Check to see if all students placed the correct number of bear counters.
- Tell the class to place more bear counters onto the right side of the mat than the amount that is on the left side.
- Check to see if the activity was done correctly.
- Have students who did it correctly count their amount aloud.
Independent Working Time(15 minutes)
- Give students the More or Less? worksheet to complete.
- Read the instructions with your class and complete the first question together as a class for an example.
- Enrichment: For advance students, give them more bears and allow them to show more with greater numbers. Allow students to complete the Count the Animals! worksheet.
- Support: Give struggling students fewer bears and allow them to show more with smaller numbers.
- Check students' completed more worksheets to see if they choose the correct answers.
- Note how students arrange their bear counters during the activity.
Review and Closing(5 minutes)
- Draw two boxes on the board.
- Fill one box with several drawings, such as 5 balls.
- Call on students to draw more items in the other box.
- Ask the class if the student is correct.