Series: Focus on the Child

Comparing Quantity with Child 4

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A child compares two small sets of wooden cubes.

Focus on the Child videos are taken from one-on-one interviews with individual children. The interviews are designed to elicit evidence of children’s mathematical thinking. They are not teaching episodes or formal assessments.

Why is this important?

This child determines if two sets have the same amount of cubes by visually comparing their two lengths.

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Big Idea

Sets can be compared using the attribute of numerosity, and ordered by more than, less than, and equal to. More

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Big Idea

Quantity is an attribute of a set of objects and we use numbers to name specific quantities. More

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Common Core Alignment

Counting and Cardinality More

Foundational Math Concepts

Source: 10-11 Pre-K Training Video • Copyright: © Erikson Institute • Content ID: EMTR005 ①

More in the Focus on the Child series

What do you think?

  1. Comment icon
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    Victoria

    January 11, 2017 at 10:51am

    Excellent illustration, this interview is very helpful

  2. Comment icon
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    Camille Brown

    May 4, 2017 at 4:06pm

    Very good illustration, excellent way to put it.

  3. Comment icon
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    Ricardo E. Trelles

    May 22, 2017 at 10:46pm

    Hmmmm.

    Nothing of guiding the kid to follow the procedure to compare quantities in two sets.

    It could be like a game: Two little handfuls are dropped in near spots, then one can go “quick, quick, let’s make pairs taking one from each pile, which pile was left with items not paired? That’s the one with bigger *quantity*! “Quick, quick, let’s do it again! And again, and again”!

    • Comment icon
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      Jeanine Brownell

      June 1, 2017 at 4:13pm

      This video is focused on the child’s thinking, not the adult’s role.
      But, you are right. There are many natural opportunities to line things up in a preschooler’s day–including, of course, lining up the kids themselves! Teachers can take advantage of these moments to help children construct procedures for comparing sets. Thanks for sharing your idea, Ricardo.

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