Comparing Number Friends

Overview

This lesson helps Foundation students compare two collections using the words more, less, and equal. Students use tangible objects to build understanding of which group has greater or fewer items, and then represent comparisons with numbers.

Learning intentions

Students will:

• compare two collections up to 20 by counting and using one-to-one correspondence
• explain which collection has more, less, or equal items
• connect the comparison to number names and numerals
• use counting or subitising to check their thinking

Success criteria

Students can:

• count both groups and say “this one has more/less” (or “they are equal”)
• match each object to one spoken number without skipping or double-counting
• use number words and/or numerals to record the comparison
• describe their reasoning clearly: “I counted… so I know…”

Curriculum links

• Number — naming, representing and ordering numbers including zero to at least 20 - Number — quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning - Number — recognise and name the number of objects within a collection up to 5 using subitising - Number — partition and combine collections up to 10 using part-part-whole relationships and subitising ## Lesson structure (30 minutes)

1. 0–4 min · Hook: “Spot the winner!” Teacher places two small sets of counters (e.g. 6 and 3) in view and asks, “Which group has more? Which has less?” Students show what they notice using thumbs up/down and quick pointing, then predict before counting.

2. 4–10 min · Model: count, then compare Teacher models one-to-one counting for both groups, moving a finger from one object to the next, and stopping when the last number is reached. Teacher says the comparison sentence aloud using correct language: “There are 6 counters and 3 counters. 6 is more than 3, so this group has more.” Students repeat the counting and the comparison with teacher support.

3. 10–18 min · Guided practice stations (tangible comparisons) Students rotate through 3 quick tasks (teacher-led group + 2 independent/pair options). Each student completes two comparison rounds.

• Station A (teacher table): Teacher provides two containers with counters (total each set up to 20). Students count both sets, then record a simple sentence on a mini-card: “More: __ / Less: __” or “Equal: __ and __.”
• Station B (pair matching): Students match “more/less/equal” cards to two dot cards or card images with different arrangements, then check by counting the dots for accuracy.
• Station C (number trail): Students place two groups on a number mat (0–10 or 0–20 strips as appropriate) and use counters to verify which number is greater or fewer, then choose “more/less/equal” labels.

4. 18–25 min · Whole-class check: compare and justify Teacher selects 2–3 student examples (anonymised if needed). For each example, teacher asks:

• “How do you know?”
• “What numbers did you count to?”
• “Use the words more/less/equal.” Students answer using a sentence scaffold (see Differentiation) and the teacher reinforces correct reasoning.

5. 25–30 min · Exit ticket: “Say it and show it” Each student receives an exit strip with two boxes of counters (up to 10 or up to 20 depending on class needs). Students count both sets, circle more/less/equal, and write the two numerals (or trace if required). Teacher collects for quick formative checking.

Resources

• Counters or small unifix cubes (two colours for two groups)
• Small number mats (0–20; or 0–10 for support group)
• “More / Less / Equal” label cards (large, clear print)
• Dot cards or image cards showing 1–20 quantities (different layouts)
• Mini recording cards with sentence starters
• Exit ticket strips with two blank boxes and “more/less/equal” circle prompts
• Teacher timer and visual agenda card
• Optional: digital counting tool on a shared screen (static images of collections)

Assessment

• Teacher observation during modelling and station work: correct one-to-one counting and use of more/less/equal language
• Quick reasoning check in guided practice: students can explain “how they know” after comparing
• Exit ticket: whether students correctly identify more/less/equal and can record at least one correct numeral (or number word)

Differentiation

• Support for emerging counters: provide smaller totals (up to 10), number mats, and more visual grouping (e.g. ten-frames or clearly separated counters). Use sentence starters: “I counted __. I counted __. That means __ has more/less/equal.”
• Support for EAL: allow pointing and repeating first; then add one key word sentence (“more”, “less”, “equal”) before adding numerals.
• Extension for confident students: include examples where sets are close (e.g. 7 vs 8, 12 vs 13, or equal sets). Challenge: “Can you find a different way to show the same comparison?” (e.g. swap labels, use different objects).
• Manage misconceptions: if students say the larger set without counting, redirect with “Show me with counting” and check one-to-one correspondence.
• Ensure participation: roles in pairs (Counter/Checker) so each student does the counting at least once.