# Lesson 9

More, Fewer, or the Same

## Warm-up: Questions About Us: Apples or Bananas? (Part 1) (10 minutes)

### Narrative

The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students compare groups of images in the synthesis. Save the completed chart to use in future lessons.

### Required Materials

Materials to Copy

- Questions About Us Chart

### Launch

- Groups of 2
- Display the Questions About Us Chart.
- “Which fruit do you like better: apples or bananas?”
- 30 seconds: quiet think time
- Record each student's choice with a circle in a 5-frame.

### Activity

- “How can we figure out how many students like apples better?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- Share responses.
- Demonstrate or invite students to demonstrate counting.
- “How many students like apples better?”
- “How can we figure out how many students like bananas better?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- Share responses.
- Demonstrate or invite students to demonstrate counting.
- “How many students like bananas better?”

### Student Response

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### Activity Synthesis

- “Did more students choose apples or bananas? How do you know?”

## Activity 1: Compare 5-frame Cards (15 minutes)

### Narrative

The purpose of this activity is for students to count and compare groups of up to 10 images arranged on 5-frames. Because the images are on separate cards, it is more difficult for students to match to compare the images. Students may use the arrangement of the images to help them to compare (MP7). For example, when looking at 2 groups of images on 5-frames, students may notice that one 5-frame is full and the other 5-frame has 2 extra dots under the 5-frame. Students will use the same set of cards in the next activity.

*MLR8 Discussion Supports.*Make sure students can explain how they know which card has more. Invite groups to rehearse what they will say when they share with the whole class.

*Advances: Speaking, Conversing*

### Required Materials

Materials to Copy

- Compare 5-frame Cards

### Required Preparation

- Cut out the blackline master to create a set of cards for each student.

### Launch

- Groups of 2
- Give each student a set of cards.
- Display two cards:

- “What do you notice? What do you wonder?”
- 30 seconds: quiet think time
- Share responses.
- “You are going to learn a new game called Compare Cards. You and your partner are each going to flip over a card, figure out how many dots are on your card, and figure out whose card has more dots.“

### Activity

- Display two cards:

- “Which card has more dots?”
- 30 seconds: quiet think time
- 30 seconds: partner discussion
- Share responses.
- “This card has more dots. The person whose card has more dots gets to keep both cards and put them in a pile.”
- “It’s your turn to play. Count to 3 and then you and your partner both flip over 1 card. Figure out how many dots are on your card. Work together to figure out whose card has more dots. If both cards have the same number of dots, put both cards to the side. ”
- 6 minutes: partner work time

### Student Response

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### Activity Synthesis

- Display two cards:

- “Which card has more dots? How do you know?” (This card has more dots because they both have a full 5-frame, but this one has extra dots underneath.)
- 30 seconds: quiet think time
- Share responses.
- “This card with 7 dots has more dots than this card with 5 dots. This card with 5 dots has fewer dots than this card with 7 dots.”
- “Sometimes we can use the arrangement to help us figure out which group has more. The 5-frame is the same on both of them, but 1 card has some more dots in the bottom row.”

## Activity 2: More and Fewer with 5-frames and Fingers (10 minutes)

### Narrative

The purpose of this activity is for students to compare groups of dots arranged on 5-frames and fingers. Students use the 5-frame cards from the previous activity in partners and show a number of fingers that is more than, fewer than, and the same number as the number of dots on the 5-frame. The activity synthesis highlights the connection between the 5 structure of fingers and 5-frames.

*Action and Expression: Internalize Executive Functions.*Invite students to verbalize their strategy for showing more or fewer on their fingers before they begin. If students don’t mention a starting point of showing the number of dots on their fingers first, remind students that they can start there if it is helpful.

*Supports accessibility for: Conceptual Processing, Visual-Spatial Processing*

### Required Materials

Materials to Gather

### Launch

- Groups of 2
- Give each group of students a set of cards.
- Display a card with 7 dots on a 5-frame:

- “Show how many dots there are on this card on your fingers.”
- “There are 7 dots on the 5-frame and we held up 7 fingers. We are holding up the same number of fingers.”
- “We are going to use our fingers to show the same number as, more, and fewer than the dots.”
- “Use your fingers to show more.”
- “Use your fingers to show fewer.”

### Activity

- “Take turns flipping over a card. Figure out how many dots there are and show more on your fingers. Then your partner shows fewer on their fingers. Last, you and your partner both show the same number with your fingers.”
- 5 minutes: partner work time

### Student Response

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### Activity Synthesis

- Display card:

“How many hands do you need to use to show fewer fingers? How do you know?” (1 hand. The 5-frame is full, so there are 5 dots. 1 hand has 5 fingers, so we need fewer fingers than that.) - Display card:

- “How many hands do you need to use to show more fingers? How do you know?” (2 hands. We can show 5 on 1 hand, but then we need more fingers.)

## Activity 3: Introduce Bingo, Images (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 1 of the Bingo center. Students identify groups that have the same number of images. The images are presented in a variety of arrangements, such as in lines, arrays, dot cube arrangements, and on finger and 5-frames. Students may recognize the number of images without counting (subitize) or may count the images.

After they participate in the center, students choose from any stage of previously introduced centers.

- Math Stories
- Connecting Cubes
- Number Race

### Required Materials

Materials to Gather

Materials to Copy

- Bingo Stages 1-3 Gameboard
- Bingo Stage 1 Cards

### Required Preparation

- Gather materials from:
- Math Stories, Stage 1
- Connecting Cubes, Stages 1-3
- Number Race, Stage 1

### Launch

- Groups of 4
- Give each group of students counters, a set of cards, and four gameboards.
- “Today we are going to learn a new center called Bingo.”
- Display these three cards:

- “Which two cards have the same number of things?” (There are 3 dots and 3 fingers. They both show 3. They show the same number.)
- “In this center you are going to find groups that have the same number of things.”
- Flip and display a card.
- “Put a counter on the square if it has the same number of things as this card.”
- 30 seconds: independent work time
- “Now I’m going to leave this card face-up in the middle. It is the next person’s turn to flip over another card.”

### Activity

- “Take turns flipping over the cards in the deck and putting a counter in a square. The game ends when someone has 4 counters in a row.”
- 5 minutes: small-group work time
- “Now you can choose another center. You can also continue playing Bingo.”
- Display the center choices in the student book.
- Invite students to work at the center of their choice.
- 8 minutes: center work time
- If time, invite students to choose another center.

### Student Facing

Choose a center.

Bingo

Math Stories

Connecting Cubes

Number Race

### Activity Synthesis

- “How was your partner or group able to help you when something was challenging during centers today?”

## Lesson Synthesis

### Lesson Synthesis

Display cards:

“Diego and Lin flipped over these cards while they were playing. Diego said, ‘There are more fingers than dots.’ Lin said, ‘There are fewer dots than fingers.’ Who do you agree with? Why?” (They are both right. There are 6 fingers and 4 dots, so there are more fingers and fewer dots.)

“Let’s practice counting to 20.”

Demonstrate counting to 20. Count to 20 as a class 1–2 times.

## Cool-down: Unit 2, Section B Checkpoint (0 minutes)

### Cool-Down

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