25 minutes · AC9MFN03 (pairing and counting) · educator review pending
Success: Child pairs two unequal sets one-to-one, identifies the set with unmatched objects as more, and counts each set to explain the comparison.
Prepare: 16 A and 18 B counters for C03, trays and pairing lane; a new 15/17 set for the fresh check. Mix the positions but not the sets.
- Retrieve, 3 min. Revisit yesterday's 13/13 pairing. Ask what equal looked like: no objects left over on either side.
- Model, 5 min. Pair C03 one A to one B until A is empty. Say, “B still has two without partners. B has more; A has fewer.” Count A=16 and B=18 separately. The unmatched two show the comparison; the counts name the quantities.
- Play and reverse, 10 min. Partners work C03, then C08 (A15/B12) where A has more. Reset between cards. One pairs; the other counts to check, then roles switch. Teacher asks three focus learners to point to the unpaired set before saying a number.
- Fresh check, 4 min. Use A=15 and B=17 in new positions. Child pairs, points to B's two unmatched and counts 15/17. If a small set is needed for access, record its different numbers.
- Close, 3 min. Ask, “Did the leftover objects disappear when we counted?” Key: C03 B more, two unmatched, 16/18; C08 A more, three unmatched, 15/12; fresh B more, two unmatched, 15/17.
If the child calls the set with the longer row “more”: Pair or count rather than stretching either row to win an argument. Access and record: Use textured A/B sets, tactile paired cups, spoken labels, sign/AAC and child-directed placement. Record whether comparison came from pairing, counting, or an appearance guess.