EL Support Lesson

Which One Has More?

In this comparison-focused maths lesson, students will get hands-on practise as they learn all about the concepts of more and less.
This lesson can be used as a pre-lesson for theFinding MoreLesson plan.
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This lesson can be used as a pre-lesson for theFinding MoreLesson plan.

Students will be able to compare numbers 1-10 to determine which is greater.


Students will be able to identify the larger number in a pair using visual supports.

(2 minutes)
More or Less Toy AnimalsTeach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceVocabulary Cards: EL Support Lesson: Which One Has More?Glossary: EL Support Lesson: Which One Has More?
  • Gather the class together for the lesson.
  • Display two groups of high-interest objects to the class (e.g., beads, buttons, etc.) and say, "Which group has more things in it?"
  • Explain that today you will be learning how to Compare, or find out how groups are similar or different. Tell the class that they will be figuring out which group has more and which group has less.
(5 minutes)
  • Model how to count the items in each of your groups. Count aloud, being sure to point to each item as it is counted and moving it aside to demonstrate how to keep track as you count. When finished counting, write the total number in the group on the board. Say, "The first group has 7 buttons. The second group has 8 buttons. Which group has MoreButtons?"
  • Point to the number line or hundreds chart in the classroom and model how to find the number 7 and the number 8. Think aloud to decide which number is bigger.
  • Repeat this process to show how to find the group with LessItems.
(10 minutes)
  • Invite two groups of students to the front (separate them to show distinct groups).
  • Ask, "Which group has more students?"
  • Have students turn and talk to a partner to share their ideas.
  • Count the groups chorally with the class to determine the total number in each group.
  • Write the total number of each group on the board. Ask a student to come to the front and find the first number (group one) on the class number line. Repeat with group two.
  • Ask the remaining students to give a thumbs up if they think that group one has more students. Repeat with group two.
  • Have students turn and talk to a partner to share why they think their group has more.
  • Review strategies for figuring out which group has more or less (e.g., using a number line, counting to check which is the larger number, recounting, etc.).
(15 minutes)
  • Explain that now students will get to practise comparing groups with a partner. Display the bags and tell the class that each person will receive one bag of items. They should count their items and decide if their bag has more or less than their partners.
  • Pass out bags and have students work independently.
  • Ask students to share their thinking with their partner using the sentence frame, "My bag has more/less ________. I know because ________."


  • In a smaller group, practise comparing groups containing 0–5 objects.
  • Review numbers in student home language (L1).
  • Provide individual number lines to students.


  • Have students practise comparing groups with numbers greater than 10.
  • Practise counting 11–20 aloud. Invite students to record the number of items in their group.
  • Introduce students to comparison symbols and associated vocabulary.
(3 minutes)
  • Assess student ability to compare groups by listening to their partner work and asking guiding questions ("Which group has more/less?" "How do you know?" "Can you show me?").
(5 minutes)
  • Gather the class together and display the How Many Toy Animals? worksheet.
  • As a group, determine which group (first square of worksheet) has more.
  • Pass out worksheets to students and have them complete the second comparison on their own.
  • Go over the problem as a group to check for understanding (use a thumbs up/down to check progress).

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