More Less Same

Overview

In this first lesson of the unit “Exploring Number Structures,” students learn to compare quantities using everyday words (more, less, same). They will practise matching quantity words to small collections of objects and to simple actions and statements.

Learning intentions

• WALT compare two small collections to decide if one has more, less, or the same number.
• WALT use quantity words correctly in spoken sentences (more, less, same).
• WALT show comparisons using objects (not counting only) and with simple visual representations.

Success criteria

• I can say whether a group has more, less, or the same as another group.
• I can match the word “more/less/same” to a real collection.
• I can explain my thinking using a sentence starter such as “There are more ___ because ___.”

Curriculum links

• Number and Algebra: early experiences of comparing quantities and using the language of more, less, and same.
• Mathematical inquiry: exploring and describing patterns in everyday situations (e.g., what happens to quantities when you add/remove objects).
• Communicating mathematical ideas: using everyday language and simple explanations to describe comparisons.
• Te reo Māori and English oral language support: strengthening understanding of quantity comparisons through consistent word use and modelling (teacher-led).

Lesson structure (45 minutes)

1. 0–5 min · Welcome and goal. Teacher shows two small groups of counters (e.g., 3 and 5) in clear containers and says, “Let’s find out which group is more, less, or the same.” Students watch and do a quick body cue (pointing to the group teacher asks about).

2. 5–12 min · Tarp/board model (guided talk). Teacher places two collections on the mat: Group A and Group B, sometimes changing one by 1 object, and models the language: “Group A has more than Group B,” “Group A has less than Group B,” “They are the same.” Students repeat key phrases chorally and respond to teacher questions: “Which is more?”

3. 12–22 min · Interactive station: compare and match words. Teacher sets up 3–4 comparison cards with pictures of small dot arrays or simple objects (for example, 2 vs 4, 3 vs 3, 4 vs 2) and provides small sets of objects for students to build the groups. Students work in pairs (or as a whole group with teacher assigning) to place the objects into two piles, then choose the correct quantity word card (“more/less/same”) and say a full sentence to the teacher.

4. 22–30 min · Learning through movement (act it out). Teacher holds up two number word signs only as quantity words: more, less, same (no “how many” emphasis). Teacher says an action prompt: “Show me more jumping feet than clapping hands” or “Show me the same number of hops as snaps.” Students perform the actions, then turn and tell a partner: “We did more (or less/same) because …” (teacher prompts with “because there were …” without requiring exact counting).

5. 30–38 min · Guided practice: “Build it, then say it.” Teacher gives each student a small set of objects (e.g., 6 counters/blocks) and uses quick prompts on the board: “Make a group with less than your partner’s group” and “Make a group with the same number.” Students build two mini-collections (A and B), compare with a partner, and use sentence starters displayed at the learning area.

6. 38–43 min · Formative check: quick teacher interviews. Teacher calls over two students at a time, shows two collections (mixed starting points), and asks: “Is this more, less, or the same?” Students respond and point; teacher listens for correct word use and records simple notes (e.g., correct/needs support).

7. 43–45 min · Exit ticket (one prompt). Teacher offers a single comparison choice for each student: two small pictures/collections with one quantity word to circle or point to (more/less/same). Students complete and hand it to the teacher (or show to the teacher at their desk).

Resources

• Small collections of objects: counters, cubes, or Unifix-style blocks (enough for comparisons)
• Quantity word cards: more, less, same
• Simple picture cards (dot arrays or object silhouettes) for comparisons up to about 5 objects
• Mat/board space for two-group displays (A and B)
• Sentence starter cards with prompts (e.g., “There are more ___ than ___.”)
• Exit ticket slips with one comparison each
• Movement prompts (clap/snap/hop cues) and optional teacher timer

Assessment

• Teacher observation during station work: whether students select the correct word and use it accurately.
• Teacher questioning in interviews: can the student justify using a simple explanation (teacher-supported “because there were …”).
• Exit ticket: one correct quantity word choice for a pictured comparison.

Differentiation

• Support: provide sentence starters and model-and-repeat; use smaller comparisons (e.g., 1 vs 2, 2 vs 2) for students needing extra time.
• Support for early language learners: allow pointing first, then repeating the word; teacher uses consistent phrasing and confirms correct answers calmly.
• Extension: include comparisons where quantities are closer (e.g., 3 vs 4) and ask students to create their own comparison card by choosing objects that make “more” or “less.”
• SEN considerations: keep objects uniform, limit distractions, and offer a “first/then” routine for building and speaking (build first, then choose the word).

Notes for alignment to NZ expectations

This lesson focuses on early comparing of quantities and using correct everyday mathematical language to communicate ideas. It prioritises concrete experiences, short teacher-led prompts, and student talk, building the foundation for later number structure work across the unit.