options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Less, Same, More center. Students draw groups that have more, fewer, or the same number of images as a given group. Consider using a sheet protector or laminating the mats for students to use with dry erase markers. Otherwise, make multiple copies of the mats for each group.
MLR8 Discussion Supports.
If necessary, invite students to repeat their reasoning to describe their comparison to a partner using mathematical language: “Can you say that again using the words more/fewer/the same?”
Advances: Listening, Speaking
Required Materials
Materials to Gather
Sheet protectors
Materials to Copy
Less, Same, More Mat
Image Cards Grade K
Required Preparation
Each group of 2 needs a set of cards from the blackline master.
Launch
Groups of 2
Give students the mats and cards.
“We are going to learn a new way to play the Less, Same, More center. It is called Less, Same, More, Drawings.”
“First, draw a card and place it at the top of the mat. Figure out how many things are on the card.”
Point to each square as you explain: “Draw three groups in the squares below. Draw one group that has fewer things, one group that has the same number of things, and one group that has more things.”
“Switch mats with your partner. Check to be sure you agree with the groups your partner made.”
“Choose one of the groups you drew to describe with a sentence using ‘more,’ ‘fewer,’ or ‘the same number’.”
“When you are finished, place a new card at the top of your mat and draw groups that have more, fewer, and the same number in the squares.”
Activity
10 minutes: partner work time
Activity Synthesis
Display the card with 5 dots in a number cube arrangement:
[IMG]
“Draw a group that has fewer images.”
1 minute: independent work time
“How many images are in the group you drew?”
Share responses.
“Did all of our groups have the same number of things? Why?” (No, some people drew groups with 2 things and some people drew groups with 4 things. 4 and 2 are both less than 5.)
“Did all of our groups have fewer than 5 things?” (Yes.)


correct_option_index: 8