You will learn
- Compare two groups.
- Say which has more or fewer.
- Find equal values.
- Find the total of each group.
Version 0.2 · expanded edition · expert review pending Standards alignment: pending verification. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Compare the same choice in both groups.
- Say which has more or fewer.
- Find the values that are equal.
- Add to find the total of each group.
Words to know
Say how things are alike or different.
Equal.
A bigger number.
A smaller number.
1. Discover: two classes
Class A and Class B voted for a game. In football, A has 8 and B has 6. Which class has more votes?
2. Understand: comparing data
To compare two sets of data, line up the same choices.
| Game | Class A | Class B |
|---|---|---|
| Football | 8 | 6 |
| Ludo | 5 | 9 |
| Dance | 7 | 7 |
Ludo: B has more (9 > 5). Football: B has fewer (6 < 8). Dance: the same (7 and 7).
Total A = 8 + 5 + 7 = 20. Total B = 6 + 9 + 7 = 22.
Idea 1: Compare the same choice
The table shows votes in Class A and Class B. Football: A has 8 and B has 6. A has more. B has fewer.
Idea 2: Equal values
Dance: A has 7 and B has 7. They are the same.
Idea 3: Totals
Class A: 8 + 5 + 7 = 20. Class B: 6 + 9 + 7 = 22. B has 2 more.
Why the same choice? Comparing football with ludo tells us nothing about the classes.
3. Worked examples
Example 1 (I show you): Football
Football: which class has fewer?
- A has 8. B has 6.
Answer: Class B
Example 2 (We do it together): Equal
Which game has the same number in both classes?
- Dance is 7 and 7.
Answer: Dance
Example 3 (You try): Total
What is the total of Class B?
Show the steps and answer
- 6 + 9 + 7.
Answer: 22
Did you know?
The table: Football A 8, B 6. Ludo A 5, B 9. Dance A 7, B 7.
Why this matters
Comparing groups helps us see how they are alike and different.
4. Explore: two groups
You need paper and a pencil.
- Copy the table.
- Compare each row.
- Find each class total.
- Say which class is bigger.
Think about it: what did you notice?
A = 20; B = 22; B is bigger by 2.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- In ___, Class ___ has more.
- The same number chose ___.
- The total of Class A is ___.
- Class ___ has ___ more.
Guided practice
Question 1. Ludo: which class has more?
Class B.
Question 2. Total of Class A?
8 + 5 + 7 = 20.
Question 3. Which game has the same in both?
Dance.
Independent practice
Level 1: Start
- Football: which class has fewer?
- Total of Class B
- How many more in B than A in total?
- Which game is the same?
- Difference in ludo
Level 2: Grow
- Football: how many in Class A?
- Ludo: how many in Class B?
- Dance: which class has more?
Level 3: Stretch
- How many chose ludo in both classes altogether?
- Which game is the same in both classes?
- Ben compares football in A (8) with ludo in B (9) and says B has more. What is wrong?
Answers are in the answer key below. Try first, then check.
6. Apply: everyday mathematics
Class A has 20 children voting. Class B has 22. How many more in B?
Show a sample answer
2.
Another one. How many more children are in Class B than Class A in total? Explain how you found it.
Show a sample answer
Class A has 20 and Class B has 22. 22 − 20 = 2 more.
7. Common mistakes
Fix: Compare the same choice in both.
Fix: Compare the same choice in both groups.
Fix: Add every row.
8. Lesson summary and revision card
- I can compare two groups.
- I can say which has more or fewer.
- I can find equal values.
- I can find the total of each group.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Compare the same choice.
- Find the totals.
- Equal means the same.
11. Next lesson
Next lesson: Answering questions using graphs. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Ludo: which class has more? [1 mark]
- What is the total for Class A? [2 marks]
- How many more chose ludo in Class B than Class A? [2 marks]
- Which game has the same in both classes? [1 mark]
- Ali says Class A is bigger because it has 8 in football. Is he right? Explain. [3 marks]
Total: 9 marks.
Marking guide and model answers
- Class B [1]
- 8 + 5 + 7 [1] = 20 [1]
- 9 − 5 [1] = 4 [1]
- Dance [1]
- No [1]. We must compare the totals [1]. A has 20 and B has 22 [1].
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Football: fewer in which class?
- Total of B
- More in B than A in total
- Which game is the same?
- Difference in ludo
- Football: Class A has ___.
- Ludo: Class B has ___.
- Total of Class B?
- Which game has equal votes?
- How many more in Class B than Class A in total?
Homework
Ask two groups of friends the same question. Compare their answers.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| Football: fewer in which class? | B | 2 |
| Total of B | 22 | 2 |
| More in B than A in total | 2 | 2 |
| Which game is the same? | dance | 2 |
| Difference in ludo | 4 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 B; 2 22; 3 2; 4 dance; 5 4.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 C, Challenge 2 C.
Extra worksheet answers (items 6 onward): 6 8; 7 9; 8 22; 9 Dance; 10 2.
Independent practice answers. Level 1: 1 Class B; 2 22; 3 2; 4 dance; 5 4. Level 2: 1 8; 2 9; 3 Neither, they are the same. Level 3: 1 14; 2 Dance; 3 He must compare the same game in both classes..
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Compare two groups | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Say which has more or fewer | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Find equal values | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Find the total of each group | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 8 of 12 core questions correct; Silver = all 12; Gold = all 12 plus both challenge questions. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Comparing different choices. Compare the same choice in both.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Compare one row at a time with counters.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child compares two groups of data in a table. You do not need to be good at mathematics to help.
- Compare two sets of data, such as two families’ favourite foods.
- Ask: which has more? the same?
- Always compare the same choice.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: compare two groups; say which has more or fewer; find equal values; find the total of each group.
Prerequisite knowledge. Lesson 5.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need paper and a pencil. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which choice are you comparing? Which group has more? What are the totals?
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Comparing different choices. Compare the same choice in both.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 9-mark exam practice scheme, the 10-mark scheme and all answers are in the answer sections above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Compare one row at a time with counters. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.
Research used to shape this lesson. Common Core 2.MD.D.10 and 3.MD.B.3 (compare data); Cambridge Primary Mathematics Stage 2 (data). These sources informed the lesson; no official alignment is claimed.