Comparing Apples to Apples: Part 3
A Learning Activity is a strategy a teacher chooses to actively
engage students in learning a concept or skill using a digital tool/resource.
You may save this Learning Activity to your hard drive as an .html file by
selecting “File”,then “Save As” from your browser’s
pull down menu. The file name extension must be .html.
This learning activity provided by:
Author:
Megan Pace
System: Baldwin County School: Baldwin County Board Of Education
General Activity Information
Activity ID:
2591
Title: Comparing Apples to Apples: Part 3
Digital Tool/Resource: Apples to Apples Assessment
Web Address – URL:
Overview: In this activity, students will demonstrate their knowledge of more than, less than and equal to by creating sets that match the terms.
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 demonstrate knowledge of greater than, less than, and equal to by creating a set of objects that match the vocabulary terms.
Strategies, Preparations and Variations
Phase: After/Explain/Elaborate
Activity: 1. Students will be given an "Apples to Apples Assessment Board" (or the teacher can give students a blank piece of paper and have students draw two trees).
2. Students will then select two number cards or roll a dot cube two times to determine the numbers they will be using. Students will write one number in each tree (a white square has been provided for each number on the Assessment Board ).
3. Students will then cut out (or draw their own apples) and create a set of apples for each tree that matches each number.
4. Students will then use the word cards more, less and equal to appropriately label each tree (glue more to the tree with more apples, less to tree with less apples, or equal between the trees if the amounts are the same).
Assessment Strategies: As students work, the teacher can assess student learning by asking questions such as, "Which tree has more?" "Which tree has less?" "Are the trees the same?" "What can you tell me about the apples on your trees?" "How do you know which is more/less?"
The teacher will identify if students have a strong understanding of the concept of more than, less than, and equal based on their answers to the questions.
The teacher may also assess the completed student work to determine if they were able to correctly create sets that matched the numbers they chose as well as if they were able to correctly determine which labels to use on each tree.
Advanced Preparation: Print Assessment Board for each student or gather paper for each student to draw trees on.
Print Apple Pictures for each student (optional).
Print sets of number cards for students to choose numbers from (can use set from the previous game if already prepared) or gather dot cubes.
Print "more, less, equal" cards.
Gather art supplies: scissors, glue, pencils, crayons.
Variation Tips (optional): To decrease rigor, use cards with smaller numerals, cards with numeral + ten frame representation, or dot cube with smaller sets.
To increase rigor, use numeral only cards or have students roll two dot cubes and add the numbers together to work with a larger numeral.
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, equal to, greater than, less than
