Which is more?

How do you know?

How did you see it?

What did you notice that helped you compare?

K, 1, 2

Seeing mathematics in the world

Attending to and using structure

Connecting number and quantity

Comparing quantities

Equal means the same

Composing and decomposing number

Making 5 and 10

After the class has discussed the questions above, you can extend this activity by posing the following questions:

If you have access to playing cards, provide students with just the numbered cards: Can you create two groups of cards that are equal? How do you know they are equal?