Counting and Comparing Collections

Overview

A short first mathematics session for Senior Infants, designed for a small group of five learners. Students explore quantities to 5 through counting, matching and comparing, while explaining their thinking aloud. The lesson can be revisited or extended for learners working towards First or Second Class expectations.

Learning intentions

Students will:

• count objects accurately to 5, touching each object once
• match a numeral to a collection of objects
• use the words more, fewer and the same
• listen to a partner and explain how they know

Success criteria

• I can count each object once.
• I can match a number to a group.
• I can say which group has more, fewer or the same.
• I can explain my answer using a sentence.

Curriculum links

• Sentence structure and grammar: using coherent oral sentences with correct word order and simple connectives such as because.
• Engagement, listening and attention: attending to a demonstration and listening to a partner for a particular purpose.
• Categorisation: naming, describing and grouping objects according to quantity.
• Demonstration of understanding: following instructions and clearly stating a mathematical idea.

Lesson structure (20 minutes)

1. 0–3 min · Hook and attention. Teacher opens the opening mystery picture showing two plates of toy fruit and asks, “Which plate has more? How could we find out?” Students look carefully, make a quiet prediction and share one idea with the group.

2. 3–7 min · Model counting. Teacher uses five counters and models moving each counter into a line while saying one number for each object; teacher introduces the sentence frame, “There are ___ counters because I counted ___.” Students count with the teacher, then show the quantity using their fingers.

3. 7–12 min · Match and build. Teacher distributes the counting and matching sheet and gives each child a small set of counters. Students count the pictured groups, place counters on each picture, and draw a line from each group to the matching numeral. Teacher checks one-to-one counting and prompts, “How do you know?”

4. 12–16 min · Compare collections. Teacher returns to the more, fewer and same slides and displays pairs of collections within 5. Students count each group, use gestures or counters to compare them, and complete the oral frame, “___ has more/fewer than ___ because ___.” Include one pair with the same number.

5. 16–19 min · Partner challenge. Teacher gives each pair two small groups of counters and asks them to build collections, keeping quantities between 1 and 5. One child counts and compares; the other listens and repeats the answer using “more”, “fewer” or “the same”. Children swap roles for a second turn.

6. 19–20 min · Plenary and exit check. Teacher shows the final counting challenge with two collections and asks each child to whisper-count, then tell the teacher or group which has more and why. Students finish the sentence, “I know because I counted…”

Resources

• the counting and comparing slide deck
• the counting and matching worksheet
• Five small sets of counters, linking cubes or buttons
• Five numeral cards, 1–5
• Two paper plates or hoops for building collections
• Pencils and crayons
• Small tray or mat for each learner

Assessment

• Observe whether each child touches or moves one object for each counting word and says the final number accurately.
• Listen for correct use of more, fewer and the same, and note whether children can explain their answer using because.
• During the final check, record which children can count, match and compare independently; provide a concrete collection rather than a picture if needed.

Differentiation

• Support: work with quantities 1–3 first; use large, clearly spaced counters; encourage children to move each object into a counted line. Provide the oral frames, “There are ” and “ has more than ___.”
• Additional language support: demonstrate and repeat the words count, number, more, fewer and same with gestures and real objects. Accept pointing, signing or home-language discussion before inviting an English response.
• SEN support: seat learners close to the teacher, reduce visual distractions, provide extra processing time and allow them to use a counting strip or finger patterns. Pair with a supportive partner rather than requiring fast responses.
• Extension: invite confident learners to make a collection that has one more or one fewer than a partner’s collection, then explain the change using, “I added/took away one, so now there are ___.”