Embedded Files
Click Unplugged or Plugged to reveal a lesson idea.
Click Unplugged or Plugged to reveal a lesson idea.
Unplugged
Unplugged
More or Less?
The teacher begins the lesson by showing two sets of blocks, asking the class, "How do we know which group has more?" After a brief discussion, the students are divided into pairs and given different sets of physical objects, like counters or small toys, to compare. Each pair counts their items and works together to decide which group has more, fewer, or the same amount, marking their findings on the chart paper.
The teacher moves around, guiding students with questions like, "How did you count the objects?" and "Why is this group larger?" After finishing their comparisons, the class gathers to discuss their results, connecting the skill of comparing numbers to everyday situations like choosing the shorter line at the grocery store.
Objective:
Students will compare numbers by counting objects and determining which group has more, fewer, or the same number of items. This activity will introduce students to comparing numbers within the counting concept and early computational thinking, both through an unplugged and a plugged lesson.
Materials Needed:
Physical objects for counting (e.g., blocks, counters, small toys)
Chart paper or whiteboard for group discussions
Markers for tallying results
Steps:
Introduction:
Begin by asking students, "How do we know if one group has more or fewer objects than another?" Show two sets of physical objects, such as five blocks and eight blocks. Discuss with the class how we can compare by counting each group and determining which one is larger or smaller.
Group Activity:
Divide students into pairs and provide each pair with two sets of objects to count.
For example, one group might receive 4 red blocks and 7 blue blocks.
Have the students count each group and compare which set has more, fewer, or the same number of blocks.
Write their results on chart paper as a class, discussing which numbers are larger or smaller.
Discussion:
After the group activity, review each pair's results. Ask questions like, "How do we know the red blocks are fewer than the blue blocks?"
Encourage students to share their thinking and use terms like "more," "fewer," and "equal."
Reflection:
Wrap up the lesson by discussing why comparing numbers is important in everyday life.
Ask students where they might compare quantities, such as when deciding which basket of fruit has more apples.
Equity and Access:
For students needing extra support, provide printed number charts or additional manipulatives to help with counting before transitioning to digital activities. Encourage collaboration, allowing students to work together to problem-solve.
Real-World Application:
Discuss how comparing numbers is useful in real life, such as determining which grocery line is shorter or comparing how many toys each friend has. Show students how computational thinking can be applied beyond the classroom to everyday decisions.
CS Practice(s):
Recognizing and Defining Computational Problems: Students identify which group has more or fewer objects by comparing both physical and digital representations.
Content Standard(s):
CCSS.MATH.CONTENT.K.CC.6,
CA CS K-2.DA.8
Plugged
Plugged
Making More or Less in Scratch Jr.
The teacher gathers the class around and introduces the concept of comparing numbers using ScratchJr on their tablets. After explaining that students will be comparing digital animals to see which group has more or fewer, the teacher demonstrates how to drag and drop animals like cats and dogs into separate groups and use loops to repeat the objects. Students, working in pairs, count the animals on their screens and use ScratchJr blocks to code repeating patterns that show which group has more.
As the teacher circulates, asking questions like "Which group is larger?" and "How did you figure that out?", students adjust their code to reflect their comparisons. After testing their sequences, the students share their work, explaining how they used coding to represent "more" and "fewer."
Objective:
Students will compare numbers by counting objects in Scratch Jr. and determining which group has more, fewer, or the same number of items. Students will then utilize loops to represent “more” or “fewer” items.
Materials Needed:
Tablets or computers with a simple counting app or ScratchJr installed
Digital objects for counting (e.g., images of animals or shapes)
Chart paper for review
Steps:
Introduction:
Ask the class, "How do we compare numbers when using technology?"
Introduce a simple counting app or ScratchJr, explaining that students will count digital objects and compare which groups have more or fewer.
Group Activity:
Divide students into pairs and have them open the app. Each pair will be given two sets of digital objects, such as 6 cats and 3 dogs on the screen.
Have students count the objects and use coding blocks in ScratchJr to compare the groups, dragging and dropping the animals into groups.
Students will then use simple loops to represent "more" or "fewer" by having the animals repeat.
Creating and Coding:
Demonstrate how to create a comparison using ScratchJr blocks.
For instance, show how to use a loop to repeat the number of cats or dogs, visually reinforcing which group is larger or smaller.
Encourage students to experiment with different sets of animals or shapes to compare.
Testing and Refining:
After students complete their digital comparison, have them test their sequences by running the code.
They should check if their coding accurately represents which group has more or fewer objects.
Allow time for them to refine their projects as needed.
Presentation and Discussion:
Each pair will present their digital comparison to the class, explaining how they used coding to show which group had more or fewer objects.
Lead a class discussion on how technology helps us compare numbers visually and why this is a useful skill.
Equity and Access:
For students needing extra support, provide printed number charts or additional manipulatives to help with counting before transitioning to digital activities. Encourage collaboration, allowing students to work together to problem-solve.
Real-World Application:
Discuss how comparing numbers is useful in real life, such as determining which grocery line is shorter or comparing how many toys each friend has. Show students how computational thinking can be applied beyond the classroom to everyday decisions.
CS Practice(s):
Creating Computational Artifacts: Students create digital comparisons using ScratchJr, learning basic coding concepts such as loops to represent numbers.
Recognizing and Defining Computational Problems: Students identify which group has more or fewer objects by comparing both physical and digital representations.
Content Standard(s):
CCSS.MATH.CONTENT.K.CC.6,
CA CS K-2.DA.8, CA CS K-2.AP.12
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