Objective:

Students will compare numbers by counting and organizing objects to determine which group has more, fewer, or the same number of items, introducing them to foundational computational thinking concepts such as abstraction and logical problem-solving.

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 objects, such as five blocks and eight blocks, and ask students how they would compare them. 

  • Discuss how counting helps us determine which group is larger, smaller, or the same. 

  • Explain that comparing quantities is an essential part of how both humans and computers make decisions, using logical steps to arrive at a solution.

• 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, gather the class to review the results. 

  • Ask students to explain how they determined which group had more or fewer objects and why the steps they followed were important. 

  • Encourage students to use terms like "more," "fewer," and "equal" in their explanations. 

  • Highlight how the process of comparing quantities involves breaking a problem into smaller steps, just as computers use algorithms to solve problems.

• Reflection:

  • Wrap up the lesson by discussing how comparing numbers is a key skill in everyday life. 

  • Ask students to think of other situations where comparing quantities is useful, like deciding which line at a store is shorter or comparing how many toys each person has. 

  • Emphasize that computational thinking, such as breaking a problem into steps, helps both humans and computers make decisions.

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 situations, such as choosing the shorter line at the grocery store or comparing how many toys a friend has. Explain that breaking a problem into logical steps helps us make quicker, more efficient decisions, just like computers do when solving complex tasks.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students identify the problem of comparing quantities and solve it by counting and organizing objects in order, breaking down the task into logical steps.

• Developing and Using Abstractions: Students abstract the concept of comparing quantities by representing the comparison process with physical objects and numbers.

Content Standard(s):

• CA CCSS Mathematics K.CC.6, 

• CA CS K-2.DA.8

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):

• CA CCSS Mathematics K.CC.6, 

• CA CS K-2.DA.8, CA CS K-2.AP.12