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Understand and use more for quantity 
Description:
Pupils understand and use "more" when describing quantity, for example "I've got more than him".
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| Early years skill: | Numbers |
| Early years typical range: | 30-50m |
| P-scales/Curriculum skill: | Maths Number and Algebra |
| P-scales/Curriculum level: | P7 |
| TAP skill: | Expressive Language |
| TAP level: | TAP42 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Early Years (0-5yrs) info; Primary (5-11yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| More food 3 soft toys plastic tea set plastic food two bowls and fruit to cut into fruit salad | Have a tea party. Hand out the food. Point out which ones have more. Ask the child to give some food to one of the toys so that it has more. Make fruit salad. In two bowls. Cut up fruit for the 2 bowls and ask "More banana here? Can the child tell you what to put in each bowl using more? | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity - e.g. ask "More/less banana here?" and so on. |
| Various materials See-through plastic cups Materials to put in them, for example: water beans sand pegs bricks pens Symbol for 'more' | Compare amounts of water in a full cup to a half full cup of water say 'Look ...this is more' Pour dried beans into see through plastic cups and label one 'more'. Hold up the symbol next to the relevant beakers and say 'Look...this is more'. Fill a plastic cup half full with coloured water or sand. Put the more sign next to an empty see-through cup. (Point to the half full cup) Say 'Look... ' (indicate an empty cup) 'make this cup have more'. Hold up the symbol near the more filled beaker and repeat 'This is more'. Repeat using different materials e.g. bricks, pegs, pens, circles drawn on a page, shapes on a computer. | You need to make the learning very visible. Allow the child to explore materials and give time to respond to questions Give lots of opportunity for repetition Provide a central group of items against which 'more' can be compared. Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity: use three beakers, have more in one beaker and less in another (than the central beaker). |
| Sharing out materials Materials, for example: water beans sand pegs bricks pens Symbol for 'more' 2 different coloured sheets | Put 2 coloured sheets in front of the child and put 4 objects on one of them. Ask the child to put more objects on the other coloured sheet. Hold up the more symbol to help label the quantities. Use toy scales and e.g. weigh sand or play dough and point out which is more. Can the child tell you what to do - can he/she see if you make a deliberate mistake? | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity: use three sheets, have more in one sheet and less on the other (than the central sheet). |
| Biscuit decorating Biscuits Something to sprinkle on to them | Decorate biscuits and ask the child to put more sprinkles on different biscuits. | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. |
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