# Day 15 — Which set really has more?

**25 minutes · AC9MFN03 (count and compare 11–15 with reasoning), AC9MFN01 (numeral link); partial practice · educator review pending**

**Success today:** The child compares two sets from 11–15 by counting or pairing, names more/fewer/same correctly, and demonstrates a reason despite different spacing or object size.

**Prepare per pair:** two labelled mats, 30 large objects total, four ten-frames, cards 11–15 and the [comparison strip](print-aids.md). Make one 13-object set spread out and one 15-object set close together.

1. **Reconnect, 3 min.** Show 12 and 13 on the path. Ask which is more and how the path helps. Count a 13-object frame to verify.
2. **Model, 6 min.** Display spread-out 13 versus bunched 15. Say, “The long row catches my eye. I will count each set once: thirteen; fifteen. Fifteen has more because fifteen comes after thirteen. If I pair them, two from the fifteen set are left.” Move or mark paired objects without mixing sets.
3. **Play: animal shelter supplies, 9 min.** Partners build 12 blanket cards and 14 bowl cards, then compare and explain. Swap with 15 large parcel cards and 13 small parcel cards at a pretend parcel desk; object size must not decide the answer. A third route is 14 and 14 parts at a repair café. Use accessible counters in place of detailed pictures.
4. **Independent try, 4 min.** Show 12 objects stretched across one mat and 14 tightly grouped on another. “Which has more? Show how you know.” Then show two differently arranged groups of 15 if time allows.
5. **Check and close, 3 min.** “Can two sets look different and still have the same amount?” Show 11 in a row and 11 in a ring. **Key:** 14 > 12; 15 > 13; 14 = 14; the independent pair has 14 more than 12 by two; the two 11 sets are equal.

**If appearance overrides count:** Pair objects one-to-one, then spread one set again without adding or taking away. Ask, “Did any objects move in or out?” If the words more/fewer swap, identify each mat first and rehearse both directions: “A has more than B; B has fewer than A.”

**Access and record:** Use raised mat boundaries, grippable or magnetic pieces, number path read aloud, AAC choices `more/fewer/same`, and partner movement under the learner's direction. Record each comparison, the child's actual explanation, whether both sets were counted reliably and any cue.