Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

More, Less, and the Same

Active learning turns abstract number comparisons into tangible experiences for Senior Infants. When children physically line up items in jars or hunt for classroom equals, they connect quantities to real objects, making the concepts of more, less, and the same visible and memorable.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Number - N.10

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 20 min · Pairs

Pair Matching: Button Jars

Provide pairs with two jars of buttons. Students line up buttons one-to-one from each jar. They label the result as more, less, or same, then explain their reasoning to partners.

Which jar has more buttons , how do you know?

Facilitation Tip

For Pair Matching: Button Jars, encourage pairs to take turns lining up buttons one by one to model fair comparison.

What to look for

Present two small groups of objects (e.g., buttons, counters) to a child. Ask: 'Which group has more buttons? How do you know?' Observe their explanation and how they physically compare the groups.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 30 min · Small Groups

Small Group Hunt: Classroom Equals

Groups search classroom for pairs of items with the same number, like pencils or books. They bring finds back, match one-to-one, and record with drawings. Discuss any challenges as a class.

Can you find something in the classroom that has the same number as this group?

Facilitation Tip

During Small Group Hunt: Classroom Equals, ask students to point to matching groups and explain why they are equal using their own words.

What to look for

Give each child a card with a drawing of a group of 3 stars. Ask them to draw a group of objects that has 'more' than the stars, a group that has 'less', and a group that has 'the same'.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 25 min · Whole Class

Whole Class Game: More or Less Circle

Sit in a circle. Teacher holds two sets; students vote more, less, or same by raising hands or using signs. Volunteers come forward to match sets physically.

Show me two groups with the same amount.

Facilitation Tip

In the Whole Class Game: More or Less Circle, model how to count aloud while moving objects to emphasize accuracy.

What to look for

Place three different arrangements of classroom objects (e.g., pencils, crayons) on a table. Ask: 'Can you find two groups that have the same number of items? How can you show me they are the same?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 15 min · Individual

Individual Sort: Snack Comparison

Give each student two small piles of counters or snacks. They match one-to-one, draw the comparison, and write M, L, or S. Share one with neighbor.

Which jar has more buttons , how do you know?

Facilitation Tip

For Individual Sort: Snack Comparison, provide real snack items so students can eat their work and feel the experience is meaningful.

What to look for

Present two small groups of objects (e.g., buttons, counters) to a child. Ask: 'Which group has more buttons? How do you know?' Observe their explanation and how they physically compare the groups.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach this topic through repeated, guided practice with varied materials to prevent children from linking quantity only to visual size or density. Avoid rushing to abstract symbols; let concrete comparisons become automatic first. Research shows that young children benefit from frequent, short sessions where they manipulate objects and verbalize their thinking. Keep language consistent and pair actions with words like ‘one more,’ ‘one less,’ and ‘just the same.’

Students will confidently use one-to-one matching to compare sets and explain their reasoning using clear language. They will identify leftovers to show 'more' or 'less' and recognize matching sets without relying on object size or arrangement.

---

Watch Out for These Misconceptions

• During Pair Matching: Button Jars, watch for students who guess the answer based on the size of the pile rather than lining up items one-to-one.

  Prompt students to lay buttons side by side in pairs so leftovers are visible, and ask them to explain what the unmatched items tell us about which jar has more.

• During Small Group Hunt: Classroom Equals, watch for students who think two groups are the same only if the objects look identical.

  Have students match unrelated items (e.g., books to pencils) one-to-one and discuss how equality depends on count, not appearance.

• During Whole Class Game: More or Less Circle, watch for students who rearrange items and believe the total number has changed.

  After rearrangement, ask students to recount while keeping the original arrangement visible to reinforce conservation of quantity.

---

Methods used in this brief

• Stations Rotation