Comparing Apples to Apples: Part 1
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This learning activity provided by:
Author:
Megan Pace
System: Baldwin County School: Baldwin County Board Of Education
General Activity Information
Activity ID:
2590
Title: Comparing Apples to Apples: Part 1
Digital Tool/Resource: Ten Apples Up On Top by Dr. Seuss
Web Address – URL:
Overview: Through this activity, students will be introduced to the vocabulary terms "more than, less than, and equal to." Students will use these terms to make comparisons of sets of objects and gain an understanding of "more than, less than, and equal to."
This activity results from the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
Mathematics 6. Orally identify whether the number of objects in one group is greater/more than, less/fewer than, or equal/the same as the number of objects in another group, in groups containing up to 10 objects, by using matching, counting, or other strategies.
Unpacked Content
Evidence Of Student Attainment:
Students:
Explain and justify answers to questions such as "which group has more?" or "which group has less?".
Answer questions such as which group has more or less by matching, recognizing without counting (subitizing), or counting up to 10 objects. Teacher Vocabulary:
Compare
Greater than
More than
Less than
Fewer than
Equal Knowledge:
Students know:
how to identify which number is larger and which number is smaller.
number word sequence. Skills:
Understanding:
Students understand that:
a set of objects is either greater than, less than, or equal to another set of objects. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.K.6.1: Define greater than, less than, and equal to.
M.K.6.2: Count to 20 by ones.
M.K.6.3: Count objects up to ten.
Prior Knowledge Skills:
Understand amount words, such as more, less, and another.
Begin to understand that parts of an object can make a whole.
Become more interested in the concept of some and all.
Be interested in who has more or less.
Understand the concept of "less than".
Mimic counting by ones.
Recognize numbers from one to ten.
Become interested in how many objects she/he has.
Understand the concept of size and amount.
Given a set number of objects one through ten, answer the question "how many?"
Pair the number of objects counted with "how many."
Understand that the last number name tells the number of objects counted.
Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
Pair a group of objects with a number representing the total number of objects in the group.
Count objects one-by-one using only one number per object.
Recognize that numbers and numerals have meaning.
Recognize numerals 0 through 10.
Rote count to ten.
Communicate number words.
Alabama Alternate Achievement Standards
AAS Standard:
Learning Objectives: Students will identify whether a group of objects is greater than, less than, or equal to another group of objects.
Strategies, Preparations and Variations
Phase: Before/Engage
Activity: 1. To introduce the terms more and less, the teacher will have students listen to the first four pages of the story Ten Apples Up On Top more than one and one apple is less than two while using Unifix cubes to demonstrate.
2. To introduce the term equal, the teacher will have students listen to pages 5-6 of the story (both characters have two apples). After listening to these pages, the teacher will again pause the story and act out making the two sets equal and explaining that equal mean "the same."
3. The teacher will pause on each page and ask the questions: "How many apples does _____ (insert character) have?" "How Many apples does _______ (insert another character) have?" "Who has more apples?" "Who has less apples?" or "What can you tell me about the apples on this page?" and "How did you know?" Students can respond whole group or turn and talk with a partner.
Assessment Strategies: 1. As discussion occurs throughout the book, the teacher will listen and assess student knowledge of the use of the vocabulary terms and their understanding of more than, less than, and equal.
2. Teachers may also have students respond to true/false questions about a page to assess their understanding of the concept. (Example: The lion has more apples than the dog. Students who agree will give a thumbs up, students who disagree will give a thumbs down.)
Advanced Preparation: Prepare video on technology device.
Seat students with a strategic discussion partner if you plan to use "turn and talk" throughout the story.
Gather two sets of Unifix cubes (two red cubes, two green cubes) for the introduction of vocabulary terms.
If using the engagement variation tip (optional) give each student a set of ten Unifix cubes and group students into groups of three.
Variation Tips (optional): To increase the rigor of the lesson, the teacher may pose questions that have students apply their knowledge of more than, less than, and equal. Example: In this picture, lion has more apples than dog. How would we make them have the same amount of apples? How would we make dog have more apples than lion?
To add to student engagement, provide each student with a set of ten Unifix cubes. Group students into groups of three and assign each student in the group a character (dog, tiger, lion). As students listen to the story have them act out the story and compare the sets of "apples" in their group after listening to each page.
Notes or Recommendations (optional): ALCOS 2019
6. Orally identify whether the number of objects in one group is greater/more than, less/fewer than, or equal/the same as the number of objects in another group, in groups containing up to 10 objects, by using matching, counting, or other strategies.
Keywords and Search Tags
Keywords and Search Tags:
comparing, counting, dr Seuss, equal to, greater than, less than, more apples up on top
