K.2.E
The Standard
generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use counters, classroom objects, or drawings to make collections compared with a target number. They count each collection and identify it as fewer, the same number, or more.
What Mastery Looks Like
- Given any target through 20, students independently build or draw three correctly sized collections. They count each collection and explain whether it has fewer, the same number, or more.
Common Misconceptions
- Students may think a spread-out row has more because it looks longer. They may think equal sets must use identical objects or arrangements. They may add for fewer or remove for more.
How to Assess It
- Print the number 12 with three boxes labeled fewer, same, and more. Students draw dots in each box and write each set's count.
Lesson moves
Ways to Teach It
Give pairs a numeral card and counters, then have them fill mats labeled fewer, same, and more and recount each set.
Show 8 dots and 10 cubes; ask, "Which set has more, and how could you change one so both match?"
Students draw a 2 to 19 card, spin fewer, same, or more, then build a matching counter set before a partner checks.
Set a table for six toy guests, then arrange spoons so there are fewer, the same number, and more than guests.
Keep exploring
Related Standards
- 1.3.A
use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
- 1.2.B
use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
- K.2.F
generate a number that is one more than or one less than another number up to at least 20
- 2.2.A
use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
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