Trajectories: Comparing Numbers and Subitizing

Levels: Early Comparer, Number Senser, Very Small Which Has More? Early Number Comparison
Number Recognizer STEM Connections
Unit Objective: Children will compare sets with obviously different numbers and more similar sets Technology:
with very small numbers. They will practice matching through correspondence. • Sequencing: Follows one step directions
Engineering:
Lesson Objective: Children will be exposed to a changing number of objects to draw their attention • Ask: Demonstrates curiosity about the
world around them nonverbally by
and foster noticing differences. Then, they will be encouraged to make comparisons in collections of observing
objects.

Age: Birth to 2
Grouping: Center

Beginning of the Lesson (Engage): Vocabulary

Instruction Supports for Differentiation • More/ fewer • Couple

• Begin by collecting and preparing materials before bringing children to Preparing the • Most/ fewest • Few

Environment for Access • Bigger/ smaller • One

play area. • Different/ same • Two
• Fine Motor: Have a variety of • Many • Three
appropriate materials available
Engage: and organized ahead of time. If a Materials
student has a fine motor • Blocks, stuffed animals, rattles, any toy
• Allow children to explore materials freely. Notice which toys the difficulty, use chunkier, softer in which the child is interested (several
children are most interesting to them. Model how to use novel toys- objects. of each type)
stack blocks, shake rattles, etc. • Gross Motor: Ensure the child
• High contrast counting books (see
has proper support while sitting.
below)
• Ensure a welcoming, safe environment with plenty of materials to A table and an appropriately
explore and space to move around. Use an enthusiastic tone of voice sized chair work for older • White paper and a black marker
to make kids interested in the activity. toddlers, while some children
may need adaptive seating or to
lay on a blanket. Encourage
reaching by placing objects just
out of reach.
 During the Lesson (Explore, Observe, Extend):
Instruction Supports for Differentiation
Language:
• Narrate student’s play or your own
1. Changing Numbers
play to explicitly teach key
• Even very young infants will notice when the number of objects in a group suddenly changes. vocabulary.
Draw 10 black dots in different arrangements on each side of a white paper. On another paper,
• Children may communicate about
draw 10 black dots on one side and 20 on the other. Place both papers where the baby can see
numbers nonverbally by holding up
them with the 10 dots side facing up. Flip both papers at the same time and observe which one
fingers or pointing to objects.
the baby pays attention to. They will likely spend more time looking at the paper that changes
between 10 and 20 dots than the one with 10 dots on both sides. Repeat this process, drawing
Social Emotional:
their attention to the changing numbers if necessary:
• Prime students on expectations prior
o “Look! This paper has more dots on one side, and this paper has the same number of dots of
to their exploration of materials.
both sides.”
• Pay attention to which toys children
2. Comparisons in Play
are most interested in. Use these to
• Introduce young children to comparison words by using them during everyday play and routines
keep them engaged.
Help children begin to recognize “more.” During tummy time or while the child is supported in a
highchair or similar, show two collections of objects. It is helpful if one collection has at least
Cognitive:
twice as many objects as the other. Ask older toddlers to point to which collection has “more” or
• Model making collections of objects
the “most.”
and set up scenarios that invite
• You may say:
comparisons.
o “There are three cars and seven dinosaurs on the table. There are more dinosaurs!”
o “I see there are pink, blue, and green blocks, but most of the blocks are pink.”
Fine Motor
o “This book has dots on its pages. Each page has a different number of dots.”
• Encourage a pincer grasp (pointer
3. Numbers in Play
finger to thumb) but allow children to
• Children will begin to recognize very small numbers (1-3) from a young age. Expand on this ability
hold objects however is comfortable.
by counting in play and routines and regularly. You may say:
o “I see there are three chicken nuggets on your plate. Can you eat them all?”
Visual/ Auditory
o “How many stuffed animals are on your bed? Are there just a few or many?”
• High contrast images are crucial for
o “Can you find the book with one dog on the cover?”
infants and those with visual
o “There are three blocks in this tower. Let’s add one more!”
impairments. Simple black and
white pictures are a great place to
start.
 Closing the Lesson (Observe & Summarize)
Instruction (Observe, Summarize) Notes
Use observation to document children’s
Observe again following interactions described in previous section. Consider children’s level. level.
For children needing additional support:
Questions to ask oneself when observing development: • Focus on counting just one and
• Verbal – Does the child use number words? two objects at a time. Repeat
• Fine motor— Does the child use a pincer (pointer finger to thumb) grasp? Can they point to dots or these numbers regularly
pictures on a page? throughout routines before
• Gross motor— Can the child sit up unsupported? Do they reach to get desired objects? moving onto three and four.
• Cognitive—Does the child recognize that groups of have different number of objects? Are they able
to understand “more” or “fewer?” For children needing more of a
• Social-Emotional— Can the child play alone? Do they look for cues from adults to guide their play? challenge:
• Introduce more numbers- up to
10. Begin matching numerals with
objects. “This is the number 3,
Extension activities: and there are 3 dots!”
• Read books about small numbers and counting (see Notes), being sure to allow each child plenty of Comparison and Small Number Books
time to look at pictures. Reinforce lesson vocabulary by making comparisons while reading. “This • 1, 2, 3, Counting by Kane Miller
page has three cows, and this page has ten fish. There are fewer cows than fish.” • One is a Snail, Ten is a Crab by Jeff
• Comparison and counting language can be used throughout the day: and April Sayre
o During meals: “There are three chips on your plate and five on mine. Who has more?” • Counting Kisses by Karen Kats
o Before nap/ bedtime: “Pick one stuffed animal to come to bed with you.”
o While dressing the child: “You have two socks and one shirt.”