# Day 63 — Which set has an unmatched object?

**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](print-aids.md), trays and pairing lane; a new 15/17 set for the fresh check. Mix the positions but not the sets.

1. **Retrieve, 3 min.** Revisit yesterday's 13/13 pairing. Ask what equal looked like: no objects left over on either side.
2. **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.
3. **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.
4. **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.
5. **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.