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Comparing Groups of Single Blocks

The document discusses comparing groups of single blocks by amount. It suggests having children compare collections that are close in number and explores ways for children to determine which group has more blocks, such as by counting, lining blocks up side by side, or using number lines. Matching activities, recording comparisons, and ordering ten-frames from least to greatest are also described.

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71 views3 pages

Comparing Groups of Single Blocks

The document discusses comparing groups of single blocks by amount. It suggests having children compare collections that are close in number and explores ways for children to determine which group has more blocks, such as by counting, lining blocks up side by side, or using number lines. Matching activities, recording comparisons, and ordering ten-frames from least to greatest are also described.

Uploaded by

Digi-Block
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Comparing Groups of Single Blocks

Focus Matching and counting to compare collections


of blocks
omparison activities allow children to extend their intuitive concepts of more, less, and same. When shown two collections with fewer than 6 objects, even very young children can often recognize instantly which set has more or less. With greater numbers of objects, however, children need to develop specific comparison techniques. Children might match items in the two groups one for one, or they can count the two groups to compare. Begin simply, asking children to compare the number of objects in two groups. Later work can include the ordering of more than two groups from least to greatest.

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Exploring Ways to Compare Amounts


Show the children two collections of blocks, one with about 6 blocks and one with about 15 blocks. Ask,

Which group has more blocks? Which has less?


Almost all the children will readily recognize that the collection of 15 blocks is greater. In fact, when asked how they know, most will respond something similar to, I can just tell. Next show two collections somewhat closer in number, for example, 10 and 16. Ask,

Which group has more? less?


Most children will still be comfortable relying on their visual intuition. Finally, have children compare two collections that are very close in number, such as 9 and 11. As children express a lack of certainty, ask,

What could we do to find out for sure?


Children may have a variety of suggestions. Follow their lead as much as possible. For some children, counting each group is sufficient. They recognize from the counting sequence which number comes first. Others need a physical model for making the comparison. Some may suggest taking one block at a time from each collection. Others may want to line up the blocks side by side. If no one suggests using number lines, you should do so. Have the children place each collection on a separate line, then place the lines side by side. This makes it easy for children to see which line of blocks extends farther.

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Using number lines side by side makes visually clear which of two groups has more.

Showing Which Is More


Give each child a collection of single blocks in a bag. In pairs, children determine which collection contains more or less, or if both contain the same number of blocks. Pairs determine how to record their findings. For example, they might use the Digi-Blocks stamp for single blocks and ring the group that has more, or write the word more next to that group. Other children might choose to write numbers. They then exchange their collections with another pair. Upon completion, have the children talk about their work and share their recordings.
Children can use Digi-Block stamps or draw blocks to represent the groups they are comparing.

Most children need many opportunities to discuss comparisons in order to internalize comparative terms such as more, less, fewer, greater, greatest, least, the same as, and equal. Throughout the year, they should explore a variety of activities that involve making comparisons.

Practicing Key Ideas


Match Ups
Two children each take a separate pile of blocks. They match them to see if one collection has more or less than the other or if both have exactly the same number of blocks. They then record their findings.

Ten-Frames in Order
Children work in small groups. Each child uses blocks to show a number on a tenframe. Together, they work to place the frames in order (least to most).

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More, Less, or the Same
Make a set of nine cards with the words more, less, and same (three cards of each) and help the children recognize the words. Children work in pairs. One child takes a collection of blocks, counting aloud as he or she does so. The other child turns up a card and makes a second collection of blocks that is the size indicated (that is, either more than, less than, or the same as the first collection). The children then line up the blocks in the two collections to make sure that the stated condition was met.

Number Line-Ups
Children work in pairs. Each child takes a collection of single blocks and places them on a number line. They place the lines side by side in order to compare. Children record their findings, then set these blocks aside. Each child takes another collection of blocks, counts, and tells the number. The children predict which collection will go farther on the number lines and then place the blocks to check. This activity can be extended to groups of three children, and thus to the ordering of three numbers.

Assessing Learning
1. Present the child with two collections of single blocks. You might begin with two collections close in number, such as 9 and 12. If this proves difficult, try two collections with a greater difference, say, 9 and 19. Ask,

Which group has more (or less)?


Does the child identify the group with more (or less) blocks correctly? match or line up the blocks to compare? count the blocks to compare? 2. Repeat the activity above, but ask the child to show you how to use the number lines to compare the two collections of blocks. Does the child identify the group with more (or less) blocks correctly? explain his or her thinking clearly?

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