Comparing quantities to 10
This three-week unit extends children's comparison skills from earlier in Reception, moving from comparing small groups up to numbers to 10. Across four sessions, children line up two groups to see which has more, fewer or the same, work out how many more or fewer one group has than another, practise making two unequal groups the same, and finally match numerals to 10 with groups they are comparing. Throughout, the practitioner models lining groups up one to one so that comparisons are based on quantity, not on how long or spread out a group looks.
England (EYFS)ReceptionMathsNumerical PatternsReviewed by an Early Years teacher3weeks
4adult-led sessions
6provision areas
3printables and slides
About this unit
Teacher notes: Comparing quantities to 10
This three-week unit extends children's comparison skills from earlier in Reception, moving from comparing small groups up to numbers to 10. Across four sessions, children line up two groups to see which has more, fewer or the same, work out how many more or fewer one group has than another, practise making two unequal groups the same, and finally match numerals to 10 with groups they are comparing. Throughout, the practitioner models lining groups up one to one so that comparisons are based on quantity, not on how long or spread out a group looks.
eyfs.ma.patterns.2 Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Prior knowledge
- Children have compared small groups of objects (within 5), using words such as more and fewer during continuous provision and carpet time.
- Children can count a group of objects accurately to 10, touching or moving each item once as they say the number.
- Children have begun matching numerals to the quantities they represent.
- Children have practised one-to-one correspondence, for example setting one plate for each teddy or one peg for each coat.
Key vocabulary
more than, fewer than, the same as, compare, line up, match, group, one-to-one, how many more, how many fewer, numeral
Common misconceptions
Children judge which group has more by how long or spread out it looks, rather than by the number of items in it.Model lining both groups up directly next to each other, one item matched under or beside each other, so the comparison is based on counting, not on the space a group takes up. Say aloud, for example, 'Let's line them up and match them so we can see fairly which group has more.'
Children use 'bigger' and 'smaller' instead of 'more than' and 'fewer than' when comparing groups of objects.Consistently narrate comparisons using the correct vocabulary and gently recast the child's words, for example 'Yes, this group is more than that group' and remind children to say 'fewer' rather than 'less' or 'smaller' for things they can count.
Children assume the group made of physically larger objects has more, even when it has fewer items.Line the two groups up one to one regardless of object size, pointing out that we are counting how many, not how big each thing is. Choose practical examples where small objects outnumber large ones to make this explicit.
When finding how many more or how many fewer, children recount the whole group from 1 instead of matching the groups and counting only the leftover items.Model matching one item to one item across the two lined-up groups, then point to the items left over and count only those, saying, for example, 'These two are left with nothing to match, so there are 2 more.'
Assessing through observation
Assess mainly through observation during carpet time sessions and continuous provision rather than recorded tasks. Watch whether children spontaneously line groups up one to one when comparing, rather than judging by spread or size, and listen for accurate use of more than, fewer than and the same as. During s2, note whether children match items and count the leftover group to find how many more or fewer, rather than recounting from 1. During s3, observe whether children can make two groups the same by adding to the smaller group or removing from the larger group. During s4, note whether children can match a numeral to 10 to the correct quantity and use it to compare two groups confidently.
What comes next
This unit prepares children for combining two groups together and for noticing that adding to a group makes it more while taking away makes it fewer, which supports the next steps in addition and subtraction within the EYFS numerical patterns strand. The one-to-one lining up and matching skills practised here also underpin later work on ordering numbers to 10.
Videos
What's in this pack
An 8-scene walkthrough video for Reception teachers covering the free pack for 'Comparing quantities to 10', showing each pack part on screen and ending with a suggested order for using it across the unit's three weeks.
Video coming soon to our YouTube channel.
Teacher video
A professional-development video for Reception practitioners on teaching the Comparing quantities to 10 unit (EYFS maths, eyfs.ma.patterns.2). Six scenes walk through the unit's four sessions, using the fixed images of counters in rows to show how children move from lining groups up, to pairing them one to one, to using numerals, so that they can say which group is more than, fewer than or the same as another, up to 10.
Video coming soon to our YouTube channel.
Quick tips
Short videos coming soon to our YouTube channel.
Download the pack
Start here: how to use this pack
Instructions, video links and printing tipsTeacher notes
Unit overview, vocabulary, misconceptions, assessmentActivity cards
Adult-led small-group activities, one per sessionContinuous provision ideas
Enhancements for each areaInput slides (PowerPoint, editable)
Short carpet-time slides with notesInput slides (PDF)
The same slides for any deviceObservation prompts
What to look and listen for, linked to the ELGsNote for parents and carers
Ideas to try at homeComparing cards: pairs of groups to 10
Printable picture cardsNumeral cards 0 to 10
Printable picture cardsEverything in one zip
All of the above, ready to save or share
Instructions, video links and printing tipsTeacher notes
Unit overview, vocabulary, misconceptions, assessmentActivity cards
Adult-led small-group activities, one per sessionContinuous provision ideas
Enhancements for each areaInput slides (PowerPoint, editable)
Short carpet-time slides with notesInput slides (PDF)
The same slides for any deviceObservation prompts
What to look and listen for, linked to the ELGsNote for parents and carers
Ideas to try at homeComparing cards: pairs of groups to 10
Printable picture cardsNumeral cards 0 to 10
Printable picture cardsEverything in one zip
All of the above, ready to save or share
Using the files: PDFs open in your browser (use Save to keep a copy). The PowerPoint downloads as a file to open in PowerPoint, Keynote or Google Slides. Print on A4 at 100% ("Actual size"). Videos are on our YouTube channel.
Sessions
Adult-led small-group activities, one per session. Open one to read it.
Lining up two groups: more, fewer or the same
Numerical Patterns: Compare quantities up to 10 in different contexts, recognising…
Lining up two groups: more, fewer or the same
Objective: Children compare two groups of objects (using amounts between 2 and 8) by lining them up one to one, and say whether a group is more than, fewer than or the same as the other.
eyfs.ma.patterns.2 Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Resources
- Two different sets of real objects for comparing, such as conkers and buttons, or teddies and cubes
- Two long strips of ribbon or wool laid on the carpet to make a top row and a bottom row
- A basket or tray to hold spare objects not yet placed
- Wool or string pieces to lay as a 'joining line' between paired objects
- Number cards 2 to 8 for the challenge extension
Set-up
Lay the two ribbons on the carpet, one above the other, so there is a clear top row and bottom row. Sit the group around the rows so everyone can reach to place objects. Have the objects and spare basket within reach.
Key questions
- Which group do you think has more? How could we check?
- What happens when we line them up in pairs?
- Are there any objects left over with no partner? Which row are they in?
- Is this group more than, fewer than, or the same as that group?
- How many more are there? How do you know?
- If we took one away from this row, would it still be more?
Vocabulary
more than, fewer than, the same as, compare, line up, pair, match, spare, count
What to do
- Gather the group on the carpet and say, 'Today we are finding out if one group has more, fewer, or the same as another group.'
- Place 3 conkers along the top row, spaced out, and 5 buttons along the bottom row, spaced out. Ask, 'Just by looking, can you tell me which group has more?'
- Say, 'Let's check properly by lining them up in pairs.' Move the conkers and buttons so each conker sits directly above one button, matching one to one.
- Lay a small piece of wool between each matched pair so children can see the joining line.
- Point to the buttons left over with no partner and say, 'These ones haven't got a pair. What does that tell us?' Guide children to say 5 is more than 3, and 3 is fewer than 5.
- Ask, 'How many more buttons are there than conkers?' Count the spare buttons together to show 5 is 2 more than 3.
- Clear the rows and repeat with 6 teddies on top and 4 cubes on the bottom, lining up pairs and finding that 6 is more than 4, 4 is fewer than 6, and 6 is 2 more than 4.
- Repeat again with 5 and 5 so children see every object has a partner and there are no spares, so the groups are the same.
- Try 2 on top and 7 on the bottom, then 8 on top and 6 on the bottom, then 4 and 4, each time lining up one to one, joining pairs with wool, and naming more than, fewer than or the same as.
- Invite each child to choose their own two amounts from the objects and line them up with a partner while the adult asks the key questions.
Misconceptions
A child judges which group has more by how long or spread out the row looks, rather than lining objects up one to one.Say, 'Let's check by lining them up carefully so each one has a partner,' and physically slide the objects together in pairs so the child can see the true comparison.
A child says the two groups are the same because both rows 'look full', without checking for spares.Join each pair with a piece of wool together, then ask the child to point to any object without a piece of wool. If every object has a partner, confirm it is the same as; if not, count the spares together.
A child mixes up more than and fewer than, calling the smaller group 'more'.Hold up the spare objects and say, 'This row has extra ones, so it has more. The other row has fewer, because some are missing their partner,' pointing to each as you speak.
Adapting
- Support: Use smaller amounts such as 2 and 7 or 4 and 4 first, with identical objects in one colour, and the adult's hand guiding each object into its pair position one at a time.
- Challenge: Ask 'how many more' or 'how many fewer' and expect a numeral answer using the number cards, then ask the child to set out their own two amounts between 2 and 8 for a partner to compare without adult help.
- SEND and EAL: Use real objects rather than pictures, model each phrase with a gesture (hands apart for 'more than', hands close for 'the same as'), repeat the same sentence pattern each time, and pair the child with a talk partner who can model the vocabulary.
Look for
- Children spontaneously line objects up one to one rather than guessing from the spread of the row
- Children point to or count the spare objects to justify their answer
- Children use the words more than, fewer than or the same as unprompted
- Children can say how many more or fewer using the correct number
Picture cards for this session
How many more? How many fewer?
Numerical Patterns: Compare quantities up to 10 in different contexts, recognising…
How many more? How many fewer?
Objective: Children compare two groups of up to 10 real objects by lining them up one to one, and say whether a group has more than, fewer than or the same as another group, including how many more or how many fewer.
eyfs.ma.patterns.2 Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Resources
- a big bag of real everyday objects for counting, enough to make groups of up to 10 (for example conkers, buttons, shells, pompoms, teddy counters)
- two long strips of ribbon or fabric to mark a 'top row' and a 'bottom row' on the carpet or table
- lengths of wool or string to join each matched pair with a line
- a picture card showing 4 counters in the top row and 5 counters in the bottom row, lined up in pairs with a dotted line joining each pair
- a picture card showing 7 counters in the top row and 5 counters in the bottom row, lined up in pairs with a dotted line joining each pair
- a picture card showing 6 counters in the top row and 9 counters in the bottom row, lined up in pairs with a dotted line joining each pair
- a picture card showing 8 counters in the top row and 7 counters in the bottom row, lined up in pairs with a dotted line joining each pair
- a picture card showing 3 counters in the top row and 6 counters in the bottom row, lined up in pairs with a dotted line joining each pair
- a picture card showing 10 counters in the top row and 8 counters in the bottom row, lined up in pairs with a dotted line joining each pair
Set-up
Lay the two ribbons on the carpet, one above the other, to make a top row and a bottom row. Put a scoop of real objects within reach of each child. Keep the six picture cards face down nearby to bring out one at a time once the group has built that comparison with real objects.
Key questions
- How could we find out which row has more without just looking at how long it is?
- What happens when we match the objects up in pairs?
- How many objects are left over once every pair is matched? What does that tell us?
- How do you know this row has fewer?
- Could we check it in a different way and get the same answer?
- What would we need to add or take away to make the two rows the same?
Vocabulary
more than, fewer than, the same as, match, pair, line up, left over, compare, altogether, count
What to do
- Gather the group around the ribbons. Place 4 real objects in the top row and 5 real objects in the bottom row, but spread the bottom row out so it looks longer. Ask, 'Which row do you think has more? How can we find out for certain?'
- Model pushing the objects into a straight line, then draw one piece of wool from each top object to one bottom object, making matched pairs. Say, 'We've matched them one to one. Now we can see exactly what's happening.'
- Point to the bottom object with no partner and say, 'This one hasn't got a pair, so the bottom row has more.' Show the matching picture card (4 top, 5 bottom) and say together: '5 is more than 4. 4 is fewer than 5. 5 is 1 more than 4.'
- Hand out objects and invite a child to build a top row of 7 and a bottom row of 5 on their own ribbons, matching them one to one with wool. Ask, 'How many are left over once every pair is matched? What does that tell us?' Check against the picture card (7 top, 5 bottom): '7 is more than 5. 5 is fewer than 7. 7 is 2 more than 5.'
- Next child builds 6 in the top row and 9 in the bottom row. Support them to match pairs along the wool lines, then cover the matched pairs with a hand and count only what's left over. Confirm with the picture card (6 top, 9 bottom): '9 is more than 6. 6 is fewer than 9. 9 is 3 more than 6.'
- Continue around the group with 8 in the top row and 7 in the bottom row, matching one to one. Ask, 'Could the rows look the same length but still not match exactly?' Confirm with the picture card (8 top, 7 bottom): '8 is more than 7. 7 is fewer than 8. 8 is 1 more than 7.'
- Try 3 in the top row and 6 in the bottom row. Ask the child to predict which row has fewer before matching, then check by lining up. Confirm with the picture card (3 top, 6 bottom): '6 is more than 3. 3 is fewer than 6. 6 is 3 more than 3.'
- Finish with 10 in the top row and 8 in the bottom row, matching one to one. Confirm with the picture card (10 top, 8 bottom): '10 is more than 8. 8 is fewer than 10. 10 is 2 more than 8.'
- Finish by mixing up two scoops of objects without counting first and asking the group to decide together how they would find out which has more, fewer, or whether they are the same as each other.
Misconceptions
The child decides a group has more because its row is longer or more spread out, even when it has fewer objects.Push the objects together into a tight line and match them one to one with wool. Show the child that the length of the row does not tell us how many there are — only matching the pairs tells us for certain.
When asked 'how many more', the child states the total number of objects in the bigger group instead of counting only the unmatched, left-over objects.Cover or move aside the matched pairs so only the left-over objects are visible, then ask the child to count just those. Say, 'These are the ones with no partner — that's how many more.'
The child says 'less' instead of 'fewer' when talking about a smaller group of countable objects.Briefly recast what the child said using 'fewer', for example, 'Yes, this row has fewer — fewer, because we can count them.' Keep playing without making the child repeat the word.
Adapting
- Support: Start with smaller, closer groups (such as 3 and 6) and match the objects hand over hand with the child. Use favourite small-world toys as the objects and keep both rows directly next to each other so the one-to-one matching is easy to see.
- Challenge: Ask the child to predict which row will have more or fewer before matching, then ask 'how many more would we need to add to make the rows the same?' Pose a picture card on its own and ask the child to work out the comparison by pointing along the dotted lines, without real objects in front of them.
- SEND and EAL: Rely on the real objects and the wool lines as the main communication tool, pointing and gesturing alongside key words. Pair the child with a peer for the matching. Model short sentence frames such as '___ is more than ___' and repeat the same frame for every comparison so the pattern becomes familiar.
Look for
- Child spontaneously lines objects up one to one rather than judging by how spread out a row looks
- Child points to or counts only the left-over, unmatched objects when asked 'how many more' or 'how many fewer'
- Child uses the words more than, fewer than or the same as accurately
- Child says 'fewer' rather than 'less' when talking about countable objects
- Child can match a real-object comparison to the correct picture card
Picture cards for this session
Same or different? Making two groups the same
Numerical Patterns: Compare quantities up to 10 in different contexts, recognising…
Same or different? Making two groups the same
Objective: Children compare two groups of up to 10 objects by lining them up one to one, using the words 'more than', 'fewer than' and 'the same as' to say which group has more, fewer or the same.
eyfs.ma.patterns.2 Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Resources
- Real objects to build groups with, such as conkers and buttons (at least 10 of each)
- Two long strips of fabric or two hoops to make a 'top row' and a 'bottom row'
- A ball of wool, cut into short pieces, to lay a dotted line between each paired object
- Six picture cards, each showing two rows of counters lined up in pairs with a dotted line joining each pair: 5 and 5; 4 and 7; 8 and 8; 6 and 9; 3 and 3; 9 and 10
Set-up
On the carpet, lay the two strips of fabric side by side to make a top row and a bottom row. Keep trays of conkers and buttons within reach, and stack the six picture cards face down nearby.
Key questions
- How can we check without just looking - what could we do with the objects?
- Is there an object in this row with no partner in the other row?
- Which row has more? How do you know?
- Which row has fewer? How do you know?
- What could we do to make the two rows the same?
- How many more would we need to make them the same?
Vocabulary
more than, fewer than, the same as, line up, pair, left over, group, compare
What to do
- Gather the children on the carpet around the two strips of fabric. Say: 'Today we're going to make two groups and find out if they are the same, or if one group has more.'
- Put 5 conkers in a loose pile on the top strip and 5 buttons spread right across the bottom strip. Ask: 'Which row do you think has more?' Let the children share their first guess.
- Say: 'Spreading them out can trick our eyes - let's check properly.' Move the objects so each conker sits directly opposite a button, laying a short piece of wool between each pair. Count together: '1 and 1, 2 and 2 ... 5 and 5 - they are the same!' Turn over the first picture card and show the children it matches: 5 counters on top, 5 on the bottom, each pair joined by a dotted line.
- Clear the strips. Put 4 conkers on the top strip and 7 buttons on the bottom strip. Ask the children to line them up in pairs. Ask: 'Is there a button with no partner?' Count the ones with no partner together. Say: '7 is more than 4. 4 is fewer than 7.' Turn over the next picture card to match.
- Repeat with 8 conkers on top and 8 buttons on the bottom. Line up in pairs and count together: '8 and 8 - the same again!' Match to the next picture card.
- Repeat with 6 on top and 9 on the bottom. Line up in pairs, find the objects with no partner, and say together: '9 is more than 6. 6 is fewer than 9.' Match to the next picture card.
- Repeat with 3 on top and 3 on the bottom. Line up in pairs and say: '3 and 3 - the same.' Match to the next picture card.
- Finish with 9 on top and 10 on the bottom. Line up in pairs and ask: 'Which row has one left over with no partner?' Say together: '10 is more than 9. 9 is fewer than 10.' Match to the final picture card.
- Invite each child to choose their own two trays of objects, build a top row and a bottom row, and use the wool to line them up and decide together whether the rows are the same, or which one has more.
Misconceptions
A child says the row that is spread out over more space has more, even though both rows have the same number of objects, like the 5 and 5 row.Invite the child to move the objects into a straight line, pairing each one with a dotted piece of wool, and count together to show that spreading objects out does not change how many there are.
A child counts an object twice or skips one when counting a line, especially with groups of 8, 9 or 10, and gets the wrong total.Ask the child to touch each object once as they say the number, moving it into its pair as they count, so every object is counted only once.
A child says 'the top row has less' instead of 'fewer', or mixes up more than and fewer than.Model the correct word straight away, for example 'yes, 4 is fewer than 7', and ask the child to repeat the sentence back using 'fewer'.
Adapting
- Support: Start with the smallest groups (3 and 3, or 5 and 5) and hand the child one object at a time to place directly opposite its pair, saying 'this one needs a partner' before moving to the next.
- Challenge: Ask the child to work out how many more are needed before adding any objects, for example working out that the 9 row needs 1 more to match the 10 row, then checking by lining up.
- SEND and EAL: Use the same sentence frames every time ('___ is more than ___', '___ is fewer than ___', '___ and ___ are the same'), pair each word with the lined-up objects and dotted line, and accept pointing or placing objects as an answer alongside spoken words.
Look for
- Lines up objects one to one rather than judging by the length or spread of the row
- Uses 'more than', 'fewer than' or 'the same as' without adult prompting
- Says 'fewer' rather than 'less' when talking about countable objects
- Can say how many more are needed to make two unequal groups the same, such as for 9 and 10
Picture cards for this session
More than, fewer than and the same as, with numerals to 10
Numerical Patterns: Compare quantities up to 10 in different contexts, recognising…
More than, fewer than and the same as, with numerals to 10
Objective: Children compare two quantities up to 10 by lining the groups up one to one, and use the words more than, fewer than and the same as, matched to numerals.
eyfs.ma.patterns.2 Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Resources
- A tray of real conkers (or shells, or buttons) - at least 10
- Two parallel lines of tape stuck on the carpet, or two hoops, one marked 'top row' and one marked 'bottom row'
- Numeral cards 0 to 10
- A soft toy or puppet to set up a context, such as sharing out treats between two plates
- 6 picture cards, each showing two rows of counters to compare, with the numbers shown: 6 over 3; 9 over 10; 7 over 7; 2 over 8; 10 over 5; 4 over 4
Set-up
Mark two parallel lines with tape on the carpet (a 'top row' and a 'bottom row'), or set out two hoops. Put the tray of conkers nearby, with the numeral cards in a pot and the 6 picture cards stacked face down. Seat the group where everyone can reach the rows.
Key questions
- How could we check which row has more without counting all the way through again?
- What happens when every conker in one row has a partner in the other row?
- Are there any conkers left over with no partner? What does that tell us?
- Which row has fewer conkers? How do you know?
- How can we be sure these two rows are the same?
Vocabulary
more than, fewer than, the same as, pair, partner, row, left over, compare
What to do
- Bring out the puppet and say, 'Milo has two plates of conkers and wants to know which plate has more. Let's help him check.'
- Count 6 conkers into the top row and 3 conkers into the bottom row, placing them with gaps so they are not yet paired up.
- Say, 'I'm not going to count again - watch how I check another way.' Slide each bottom conker so it sits directly under a top conker, making pairs.
- Point to the top conkers left without a partner. Say, 'These ones don't have a partner underneath - what does that tell us?'
- Hold up the numeral cards 6 and 3 next to the rows. Say the sentence together: '6 is more than 3. 3 is fewer than 6.'
- Invite one child to build their own two rows with the conkers, using any two numbers from 2 to 10, and to line them up one to one in the same way.
- Ask the child to find the matching numeral cards and say the sentence out loud, pointing to the row with no partners left over.
- Bring out the picture cards one at a time. For each one, ask the children to look at the pairs (not count from the start) and decide which row has more, which has fewer, or whether they are the same.
- Hold up the card showing 7 over 7 last. Ask, 'This time, are there any left over without a partner?' Agree together that 7 and 7 are the same.
- Finish by asking each child to choose a picture card and say one sentence about it using more than, fewer than or the same as.
Misconceptions
A child thinks the row that is spread out over a longer space has more, even when it has fewer conkers in it.Slide the conkers back onto the taped lines so every conker has a partner directly opposite it, and ask, 'Now there are no gaps - let's check again, are there any left without a partner?'
A child points to the smaller group when asked which is more, muddling the words more than and fewer than.Model the sentence every time, touching the row as you say it: 'This row has more, so it has more than. This row has fewer.' Ask the child to copy the sentence while pointing to the correct row.
When two rows have the same amount but are arranged differently (such as the 7 and 7 picture card), a child insists one row must have more because it looks different.Line the two rows up one to one again in front of the child so every object has a partner with none left over, and say, 'Every one has a partner and none are left over, so they are the same.'
Adapting
- Support: Work with real conkers only, keep the rows short to start (such as 2 and 8), and physically help the child move each conker into its pair before asking the key question. Use the words one at a time rather than together.
- Challenge: Ask the child to say how many more or fewer, using the full sentence (for example, '8 is 6 more than 2' or '10 is 1 more than 9'), and let them set up their own two rows for a partner to compare.
- SEND and EAL: Use the real conkers and gesture (hands apart for more, hands close for the same) alongside every spoken sentence. Repeat the same sentence stem each time ('___ is more than ___') and pair the child with a confident talking partner during the picture card round.
Look for
- Children who line objects up one to one themselves, without being shown
- Children who use more than, fewer than or the same as without prompting
- Children who can match a numeral card to the correct row
- Children who still judge by how spread out a row looks, rather than by pairing
Picture cards for this session
Continuous provision
Maths area
A 'comparing line' station in the maths area: two washing lines (or lengths of ribbon pegged between two chairs) stretched at child height, side by side, each with a row of pegs. Children peg small objects onto the two lines one peg at a time, lining the objects up exactly opposite each other, so they can see at a glance which line has more, which has fewer, or whether the lines are the same. Numeral cards sit in a pot nearby so children can label each line once they have compared.
Resources
- Two washing lines or ribbons fixed at child height, with pegs
- Pots of small matching objects for pegging on, such as socks, little bears, shells, pompoms or paper leaves, in sets of at least 10 of each kind
- Numeral cards 0 to 10, large and clear
- Word cards showing 'more than', 'fewer than' and 'the same as', with a simple picture cue for each
- Two hoops or trays for children who prefer to line objects up on the floor or table instead of pegging
- Small trays or baskets to carry the chosen objects to the line
- A large arrow card or two toy hands pointing, for children to show which line has more
- A small mirror-image pair of puppets or soft toys (for example two bears) so children can 'peg for' each toy's group
When you join the play
- Shall we peg one for your line and one for mine, so we can see which has more?
- Amara has 5 shells on her line and Noah has 3 on his — whose line has more? Whose has fewer?
- How many more does Priya's line need so the two lines are the same?
- Can you line them up exactly opposite each other, so we can really see?
- Which numeral card shall we put under this line? Which one goes under that line?
- Jakub's line has 6 pegs and Leila's has 4 — is that the same as, more than, or fewer than?
- What could we do to make both lines the same as each other?
Look for
- Children lining objects up one-to-one opposite each other, rather than judging by how long or spread out a line looks
- Children using the words 'more than', 'fewer than' or 'the same as' without an adult prompting first
- Children saying 'fewer', not 'less', when talking about countable objects
- Children matching the correct numeral card to each line after counting it
- Children working out how many more or fewer one line has than the other, by counting the gap
- Children adjusting one line (adding or removing pegs) to make the two groups the same
- Children checking their comparison is correct by counting both lines again
Construction
A building site in the Construction area where two 'building teams' (small-world figures, or the children themselves) collect blocks, bricks or vehicles and line their sets up side by side, one to one, to find out who has more, fewer or the same, then check with numerals to 10.
Resources
- Wooden blocks and bricks in two colours or two trays, enough to make sets up to 10
- Small-world construction vehicles (diggers, trucks, cranes) in two matching sets
- Builder figures wearing hard hats, in pairs for one-to-one matching
- Two long building mats or planks marked with a line, for lining bricks up one to one
- Numeral cards 0 to 10 to label each team's tower or line of bricks
- Word cards: more than, fewer than, the same as
- Loose parts for building (corks, bottle tops, tyres) sorted into two baskets
- Two toy garages or car parks with numbered bays, for parking vehicles one to one
- Clipboards and chunky pencils for marking how many each team used
When you join the play
- Let's line your bricks up next to mine, one next to one, so we can see who has more.
- You've got 6 bricks and I've got 4. Can we check: is 6 more than 4, or fewer?
- How many more bricks would I need to make my tower the same as yours?
- Let's park the trucks in the bays one by one. Are there more trucks or more bays?
- Which numeral card matches how many bricks are in your line?
- Your tower looks taller, but does it have more bricks? Let's line them up to be sure.
- Can you find a team with fewer vehicles than yours?
Look for
- Children lining bricks, blocks or vehicles up one to one to compare, rather than judging by height or spread
- Children using the words more than, fewer than or the same as during their building play
- Children checking two towers or lines of bricks and saying when they are the same
- Children matching a numeral card to a set they have built, up to 10
- Children working out how many more bricks are needed to make two sets equal
- Children spotting a mismatch when parking vehicles in numbered bays and adjusting the sets
Small world
Turn the small world area into a farm with two paddocks side by side, set up so children naturally line up animals one to one to compare how many are in each paddock, then rebuild the groups to make them the same.
Resources
- A farm mat or tuff tray divided into two paddocks, side by side
- Two kinds of small world farm animals (e.g. sheep and horses, ducks and hens) in differing quantities up to 10
- Short lengths of ribbon or masking-tape lines laid across each paddock, so one animal can stand on each line for one-to-one lining up
- A set of low fence pieces or lollipop-stick fences for splitting a paddock into single spaces
- Numeral cards 0 to 10
- Small trays or baskets for moving animals in and out of a paddock
- Word cards or arrow signs showing 'more than', 'fewer than' and 'the same as'
- A pot of stones, shells or buttons as extra counters for topping up a smaller group
When you join the play
- Shall we line your sheep up next to my horses, one animal on each line, so we can see which paddock has more?
- You've got 5 sheep and I've got 3 horses, lined up one to one. 5 is more than 3 - so 3 is fewer than 5. How many more horses would I need to catch up?
- Let's line up the ducks and the hens one to one. There are 7 ducks and 2 hens - 7 is more than 2, and 2 is fewer than 7.
- Can you make the horses' paddock the same as the sheep's paddock? What do you need to add or take away?
- Which numeral card matches the number of animals in this paddock? Can you find the card for the other paddock too?
- Point to the paddock with fewer animals in it. How do you know, just by looking at the lines?
- If 4 and 4 are the same, what would we see if we lined them up one to one?
Look for
- Child lines two groups of animals up one to one to compare them, rather than judging by how spread out a group looks
- Child uses the words 'more than', 'fewer than' or 'the same as' during their own play
- Child says 'fewer' rather than 'less' when talking about countable animals
- Child adds or removes animals from a paddock to make two groups the same
- Child matches a numeral card correctly to a group of animals up to 10
- Child who is learning English or has SEND points, gestures or uses the lined-up rows to show which group has more, without needing to say the words
- Child can say how many more or fewer one paddock has than the other
Outdoors
An outdoor 'delivery yard' on the decking or playground: two long chalk lines are drawn next to each other, like two train tracks, so that whatever a child sets out on one line can be matched directly against the other line, object for object. Crates of natural loose parts for 'parcels' sit alongside a trolley or wheelbarrow, so children fill two delivery crates with up to 10 items each, then line the parcels up one to one along the chalk tracks to see which crate has more, fewer or the same as the other.
Resources
- Two long chalk lines drawn parallel to each other on the playground or decking, for lining parcels up one to one
- A wheelbarrow or small trolley for moving crates between the mud kitchen, the garden and the delivery yard
- Two matching delivery crates or shallow trugs
- Natural loose parts to use as parcels: pinecones, conkers, large pebbles and shells (enough for two groups of up to 10)
- Numeral pegs or flags labelled 0 to 10, to peg onto the chalk line next to each group
- Two hoops, for children who want to group parcels inside a hoop instead of on the chalk line
- A set of 'order slips' showing dots (not numerals) from 0 to 10, for children to copy how many parcels a delivery needs
- Chunky chalk in a tin, for children to draw their own extra tracks or mark a tally
When you join the play
- You've got a crate for the shells and a crate for the pinecones — shall we line them up on the tracks so we can see which crate has more?
- Let's put one pinecone under one conker, one under one conker, all the way along. Are there any left over on this side?
- This line has 6 and this line has 4. Which one is fewer than the other?
- How many more conkers would this crate need to have the same as that crate?
- Can you find the numeral peg that matches how many parcels are in the wheelbarrow?
- If we add 1 more shell to this group, will it still be fewer than the other group, or will it be the same as it now?
- Your friend says this group looks like it has more because it's spread out along the track — let's check by lining them up one to one to be sure.
- You've got 8 parcels and your friend has 8 parcels too. What could we say about those two groups?
Look for
- Children physically lining the two groups up one to one along the chalk tracks, rather than judging which group has more by how spread out or bunched up it looks
- Children using the words 'more than', 'fewer than' or 'the same as' when comparing their two crates or hoops
- Children saying 'fewer' rather than 'less' when talking about countable parcels such as pinecones or shells
- Children matching the correct numeral peg (0 to 10) to a group they have made
- Children working out how many more or fewer one group is than another, rather than just saying which is bigger
- Children adjusting a group to make it the same as another, for example adding or removing one parcel
- Children using the vocabulary spontaneously in their own play, for example when sharing out loose parts between two friends
Malleable (playdough)
Set up a playdough 'make and match' station on the tuff tray or a tabletop, with two matching builder's mats, each printed with a row of 10 joined circles. Children roll playdough balls, snails or fruits, press one onto each circle on their mat working left to right, then line their row up next to a friend's or an adult's row to compare the two groups one to one, using more than, fewer than and the same as.
Resources
- Playdough in several colours, enough for at least two children to work alongside each other
- Two large builder's trays or tuff trays
- Laminated mats, each showing a row of 10 joined circles numbered 1 to 10, for pressing one playdough piece into each circle
- Small rolling boards, lolly sticks and blunt modelling tools for making balls, snails, worms and fruit shapes
- Numeral cards 0 to 10
- Small pots or dishes to hold finished playdough pieces before lining them up
- Vocabulary cards showing the words more than, fewer than and the same as, each with a simple matching symbol
When you join the play
- You've made 5 playdough snails and I've made 3. Let's line yours up against mine, one next to one. Whose row has more?
- Your row stops next to my 3rd snail, so what can we say about your group and mine, using the word fewer?
- If I have 6 playdough worms and you have 4, how many more would you need to roll so we had the same as each other?
- Let's line up our fruits one to one. Don't guess from how spread out they look. Can you check by matching each one of mine to one of yours?
- You've got 8 and I've got 6. Which word do we use for my group: more than or fewer than yours?
- Can you roll a group that is the same as my group of 5? How will you check it's exactly the same?
- You made 7 and your friend made 2. Line them up together. Who has fewer, and how many fewer are there?
Look for
- Children line playdough pieces up one to one against another group, rather than judging which group is more by how long or spread out the row looks
- Children use the words more than, fewer than or the same as correctly when comparing their playdough group with another
- Children say 'fewer', not 'less', when talking about a smaller group they can count
- Children check carefully when two rows look close in length, matching piece to piece to decide if the groups are the same
- Children independently match a numeral card to a group they have made, from 0 to 10
- Children adjust their own group, adding or removing playdough pieces, to make it match, be more than or be fewer than another child's group
Role play shop
Turn the role play shop into a 'fruit and veg stall' with two shopping baskets at the counter so children fill customers' orders and compare what's in each basket by lining items up one to one, never by how spread out a basket looks.
Resources
- Two matching shopping baskets or trays for the counter
- Duplicate sets of pretend fruit and vegetables (apples, bananas, carrots, tomatoes), at least 10 of each kind
- Order cards showing a numeral (0 to 10) and a picture of the fruit or vegetable, for customers to hand to the shopkeeper
- Numeral cards 0 to 10 to peg above each basket
- A till, purses and play coins
- Shopping bags for customers to carry their order home
- A long strip of card or a row of floor spots to line items up one to one for comparing
When you join the play
- You've packed 5 apples and Priya's basket has 3 carrots. Let's line them up one to one against each other. Which basket has more?
- Is 5 more than 3, or is 5 fewer than 3?
- How many more apples would Priya need so her basket is the same as yours?
- Let's check by lining the fruit up in a straight line, not by looking at how spread out they are in the basket.
- Can you find the numeral card that matches how many are in your basket?
- Your basket and mine both have 4. Are they the same as each other, or is one more?
- The order card says 7. Can you count out 7 tomatoes for the customer?
- You have 6 bananas and the till tray has 9. Is 6 more than 9, or fewer than 9?
Look for
- Children lining two groups up one to one to compare them, rather than judging by how spread out or bunched up a group looks
- Children using the words 'more than', 'fewer than' and 'the same as' during their play
- Children matching a numeral card correctly to a counted quantity up to 10
- Children working out how many more or how many fewer one basket has than another
- Children saying 'fewer' rather than 'less' when comparing countable items
- Children adjusting a group by adding or removing items to make two groups the same
Observation prompts
What to look and listen for, by Early Learning Goal.
Compare quantities up to 10 in different contexts, recognising when one quantity is…
Numerical Patterns: Compare quantities up to 10 in different contexts, recognising…
Observation prompts: eyfs.ma.patterns.2
eyfs.ma.patterns.2 Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Look for
- Lines up two groups of objects one to one (for example 5 shells against 3 shells) to see which has more, rather than judging by how spread out a group looks.
- Points to, or moves aside, the object left over after matching two groups, to show which group has more or fewer.
- Uses real objects, a number line to 10 or a ten frame during play to compare two groups and work out who has more or fewer in a game.
- Takes away or adds objects to one of two lined-up groups (for example turning 6 against 4 into two groups that match) to make the groups the same.
- Compares two numerals up to 10 on dice, dominoes, number cards or door numbers in role play, and picks out the one that shows more.
- Re-lines up a group that has been spread out or moved before comparing it with another group, showing they know spreading out does not change how many there are.
Listen for
- "There's more over here" or "this one's got fewer" while matching two groups one to one.
- "5 is more than 3" or "3 is fewer than 5" when comparing two lined-up groups.
- "4 and 4 are the same" when two matched groups have nothing left over.
- "8 is 2 more than 6" while comparing two sets during a game.
- "I need 1 more to make it the same as yours" while adjusting a group of 9 to match a group of 10.
- "7 is 5 more than 2" or similar, when asked how many more one group has than another.
Next steps
- Not yet secure: give lots of practice lining up two small groups (up to 5) one to one with real objects (conkers, cars, children's own shoes), always checking for a leftover to decide which group has more or fewer.
- Not yet secure: for children learning English or needing visual support, pair the words more than, fewer than and the same as with gesture (hands showing a longer or shorter line) and matching mats so the comparison is seen as well as heard.
- Not yet secure: play simple same or different games where the child physically moves objects to make two groups match, talking through what they added or took away.
- Secure and ready to extend: ask how many more or how many fewer one group has than another once groups are lined up (for example 8 against 6 is 2 more), encouraging the child to count the gap rather than recount both groups.
- Secure and ready to extend: introduce comparing with numerals to 10 alone, without objects to count (number cards, dice, scores in a game), so the child compares the numeral value directly.
- Secure and ready to extend: give three groups to compare at once in continuous provision (for example in the garden or small world play), asking the child to put them in order and say which is more than, fewer than or the same as another.
For parents and carers
Read the note
Dear families,
This term in maths, your child is learning to compare quantities up to 10. In Reception we do this through play, never on paper: lining up two rows of toys, bricks or snack items side by side so each one has a partner, then looking to see which row runs out first.
We are using three key words: more than, fewer than and the same as. For example, if we line up 5 teddies against 3 teddies one to one, we can see 5 is more than 3, and 3 is fewer than 5. If both rows run out at exactly the same point, like 4 and 4, we say they are the same. Your child is also starting to match these groups to numerals, so they can see that 7 is more than 2 written down as well as lined up in front of them.
The important habit we are building is lining things up carefully, one against one, rather than guessing from how spread out a group looks. A row of 6 spread wide can look like 'more' than a row of 8 squashed close together, so we always check by matching them up.
Ideas to try at home
- At the table, let your child put out one fork and one plate for each person, then ask: are there more plates or more forks, or are they the same?
- When tidying up, line up two types of toy (for example cars and blocks) in two rows, matching one to one, and ask which row has fewer.
- At snack time, count out two small groups of raisins or grapes (such as 6 and 9) and ask your child to line them up to find out which group is more than the other, and how they know.
- Use socks from the washing basket: pair them up one to one and ask whether there are the same number of left and right socks, or whether one group is fewer.
- Keep using the words more than, fewer than and the same as in everyday chats, such as comparing how many steps each of you take or how many stairs you climb.
Thank you for supporting your child's learning at home.
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Version 0988f59113da413c · published 7 Oct 2026