**LESSON UNIT**

- COMPARE NUMBERS (DOCX)

**LESSON PLANS**

- COMPARING QUANTITIES (DOCX)

**LESSON SEEDS**

- DOMINO PARKING LOT (DOCX)
- SPILL AND COMPARE (DOCX)
- HANGING WITH NUMBERS (DOCX)
- NUMBER PATH TOSS (DOCX)
- GREATER THAN/LESS THAN (DOCX)

### UNIT OVERVIEW

This unit continues the work that began in Prekindergarten in which students compare quantities of objects by matching and counting. In this Kindergarten unit, students begin by comparing sets of objects up to ten to determine which is greater than, less than, or equal to another set of objects. They continue their use of matching and counting of objects in order to compare the sets. As students become proficient in comparing sets of objects, they can begin to label the sets with the numbers that tell their quantities. The final step in this progression is that students will be able to look at two numbers up to 10 and determine which is greater than, less than or equal to the other number without using manipulatives. However, an important part of instruction is to have students build the sets AFTER determining the comparison in order to justify their thinking or counter the thinking of others.

**Essential Questions:**

- How do I determine the best numerical representation (pictorial, symbolic, objects) for a given situation?
- What kinds of experiences help develop number sense?
- How is math relevant to me?
- What do numbers convey?
- How can numbers be expressed, ordered, and compared?
- What are different ways to count?
- What are efficient ways to count?
- In what ways can items be grouped?
- In what ways can numbers be composed and decomposed?

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

**UNIT LESSON:**

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

**AVAILABLE MODEL LESSON PLANS**

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignment: K.CC.B.4, K.CC.C.6, K.CC.C.7

Students will build sets representing different quantities, correctly count the number of objects in each set, and determine which set has more, less, or if they are equal. Students will match numerals to the sets and compare written numerals to tell which is greater than, less, than, or equal to another written numeral. Students will build sets to justify their thinking about the comparison of the written numerals.

**AVAILABLE MODEL LESSON SEEDS**

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: K.CC.C.6, K.CC.B.4

Students compare different domino ‘pip’ counts to the Target Domino to tell if they have more than, less than, or the same number of ‘pip’ as the Target Domino.

CCSC Alignnment: K.CC.C.6

Using two-color counters, students dump them out of a cup and record whether there are more red counters, more yellow counters, or both have an equal number showing.

CCSC Alignnment: K.CC.C.7, K.CC.B.4, K.CC.B.4c

Students locate various numbers on the number line made of yarn to compare their values.

CCSC Alignnment: K.CC.C.7

Students play a game in which they toss the bean bags on a number path and then compare their values.

CCSC Alignnment: K.CC.C.7

Using number cards, student decide which is greater, less, or if they are equal in value.