Lesson plan

Can I Have Some More?

Your students will easily be able to tell which is more after this enjoyable hands on lesson. Students will solidify their skill with an independent worksheet.
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Students will be able to deduce the meaning of more. Students will be able to select the group that contains more.

(5 minutes)
  • 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.
(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.
(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.
(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.
(5 minutes)
  • Check students' completed more worksheets to see if they choose the correct answers.
  • Note how students arrange their bear counters during the activity.
(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.

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