Which One Has More?

Explicit Instruction/Teacher modeling

• Model how to count the items in each of your groups. Count aloud, being sure to point to each item as it is counted and moving it aside to demonstrate how to keep track as you count. When finished counting, write the total number in the group on the board. Say, "The first group has 7 buttons. The second group has 8 buttons. Which group has more buttons?"
• Point to the number line or hundreds chart in the classroom and model how to find the number 7 and the number 8. Think aloud to decide which number is bigger.
• Repeat this process to show how to find the group with less items.

Guided Practice

• Invite two groups of students to the front (separate them to show distinct groups).
• Ask, "Which group has more students?"
• Have students turn and talk to a partner to share their ideas.
• Count the groups chorally with the class to determine the total number in each group.
• Write the total number of each group on the board. Ask a student to come to the front and find the first number (group one) on the class number line. Repeat with group two.
• Ask the remaining students to give a thumbs up if they think that group one has more students. Repeat with group two.
• Have students turn and talk to a partner to share why they think their group has more.
• Review strategies for figuring out which group has more or less (e.g., using a number line, counting to check which is the larger number, recounting, etc.).

Group work time

• Explain that now students will get to practice comparing groups with a partner. Display the bags and tell the class that each person will receive one bag of items. They should count their items and decide if their bag has more or less than their partners.
• Pass out bags and have students work independently.
• Ask students to share their thinking with their partner using the sentence frame, "My bag has more/less __ __ __ __. I know because __ __ __ __."