Teaching Models

Number Concepts

With numbers or quantities, these relationships are possible: Two sets may have the same number of members, or one set may have more or fewer members than another set. To assimilate these ideas and become comfortable with them, young children need concrete experience with the relationships, discussion of what they are doing, and opportunities for practice.

When asked questions such as “Are there enough crackers for everyone in your group to have one?” or “Who has more crayons?” a natural strategy for many children is to match things one to one. They might pass out crackers—one per child—and see if there are enough. Or they might lay crayons side by side in pairs and then look at the result. If the crayons match, children know that neither set has more. If one group of crayons has “extras” that do not match, then this set has more. “More” is an easier concept for most children than “fewer.” To clarify these terms once they are introduced, a teacher might follow a ”Which has more?“ question immediately with “Which has fewer?” to illustrate the relationship of the concepts.


Teaching Model 1.1: More, Fewer, and Same


Houghton Mifflin Math Grade 1