The purpose of this activity is for students to draw groups of images that have more, fewer, or the same number of images as a group drawn by their partner. Students use comparison language as they describe the group their partner should draw. The Activity Synthesis builds on an idea introduced in the previous lesson. Students see that when creating a group that is more than another group, you first have to make the same amount and then add more (MP8).

• “Cuéntame sobre las instrucciones que tu compañero te dio” // “Tell me about the directions that your partner gave you.”
• “¿Puedes dibujar un grupo que tenga el mismo número de cosas? ¿Cómo puedes cambiar ese grupo para que tenga más/menos cosas?” // “Can you draw a group that has the same number of things? How can you change this group so that it has more/fewer things?” 

• Display 4 circles.
• “Necesito dibujar un grupo de cosas que tenga más que este grupo” // “I need to draw a group of things that has more than this group.”
• Draw 2 circles.
• “¿Este grupo tiene más cosas? ¿Cómo lo saben?” // “Does this group have more things? How can you tell?” (No, I know 2 is less than 4.)
• Draw 2 more circles.
• “¿Este grupo tiene más cosas? ¿Cómo lo saben?” // “Does this group have more things? How can you tell?” (No, they both have 4 circles, so they are the same.)
• Draw 1 more circle.
• “¿Este grupo tiene más cosas? ¿Cómo lo saben?” // “Does this group have more things? How can you tell?” (Yes, because they both have 4, but your group has 1 more.)
• “¿Qué pasa si dibujo otro círculo?” // “What if I drew another circle?” (You would still have more. You could keep drawing as many circles as you want and you will always have more than 4.)

The purpose of this activity is for students to learn Stage 3 of the Fewer, Same, More center. Students draw groups that have more, fewer, or the same number of images as a given group. Consider using a sheet protector or laminating the mats for students to use with dry erase markers. Otherwise, make multiple copies of the mats for each group.

• Display the card with 5 dots in a number cube arrangement:
  

  

• “Dibujen un grupo que tenga menos imágenes” // “Draw a group that has fewer images.”
• 1 minute: independent work time
• “¿Cuántas imágenes hay en el grupo que dibujaron?” // “How many images are in the group you drew?”
• Share responses.
• “¿Todos nuestros grupos tenían el mismo número de cosas? ¿Por qué?” // “Did all of our groups have the same number of things? Why?” (No, some people drew groups with 2 things and some people drew groups with 4 things. 4 and 2 are both less than 5.)
• “¿Todos nuestros grupos tenían menos de 5 cosas?” // “Did all of our groups have fewer than 5 things?” (Yes.)

The purpose of this activity is for students to choose from activities that offer practice counting and comparing groups of objects and images.

Students choose any previously introduced stage from these centers:

• Fewer, Same, More
• Bingo
• Math Stories
• Connecting Cubes
• Number Race

“Díganle a su pareja una razón por la que fue una buena pareja hoy. Háganle una sugerencia para la próxima vez que trabajen en parejas” // “Tell your partner one way they were a good partner today. Give your partner one suggestion for the next time we work with partners.”