# Compare collections

Determine more, fewer, or equal using matching or counting.

## Try it

1. Match one with one.
2. Which has more? Which has fewer?
3. Make the groups equal. Explain.

Compare **3 counters and 5 counters**. Match one with one. Which group has more?

Compare **4 counters and 4 counters**. How do you know whether they are equal?

Make your own groups and ask a partner to compare.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **12, 41**.

Counters and comparison mats.

## Teacher lesson plan

### Learning goal

Determine more, fewer, or equal using matching or counting.

### Before teaching

Can count or match the selected quantities.

### Model

Make sets of 3 and 5, one spread wide and one close together. Pair one item from each. Explain that the unpaired items show which has more, regardless of the row’s length.

### Guide, then apply

Compare the pictured groups, then build different groups and rearrange them. Invite both matching and counting explanations. Ask how to make a pair of unequal collections equal.

### Interpret the response

On the pupil page, 5 is more than 3; 4 and 4 are equal. If the child uses physical length alone, match items and change spacing while preserving number.

### Support

Use movable pieces and aligned pairs. Teach the words more, fewer, and equal through action and home-language equivalents.

### Extend when ready

Find how many must be added or removed to make the collections equal, and explain why.

### Fresh check

Compare a widely spaced set of 4 with a close set of 6 after both quantities are taught. Ask the child to prove the comparison.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 12. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Put parts together](/agent/docs/tk-lesson-join) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Numbers and reasoning |
| Lesson | 11 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Mathematics](https://www.cde.ca.gov/sp/cd/re/documents/ptklfmathdomain.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.
- [IES What Works Clearinghouse: Teaching Math to Young Children](https://ies.ed.gov/ncee/wwc/PracticeGuide/18): 2013 practice guide. Retrieved 2026-09-08T03:44:00.628834+00:00.

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## Revisions

[Revision history](/agent/docs/tk-lesson-compare/history)