You will learn
- Say how two objects are the same.
- Say how two objects are different.
- Use comparing words such as bigger, longer and heavier.
- Compare two objects fairly.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- To compare, look at two things together.
- Say how they are the same and how they are different.
- Words like bigger, longer and heavier help us compare.
- A fair comparison looks at both things in the same way.
Words to know
to look at two things and say how they are the same and different
not different
not the same
feels harder to hold up
1. Discover: Two stones
Kofi finds two stones. One is small and smooth. One is big and rough. “They are both grey,” says Kofi. “This one is bigger. That one is smoother.” He holds one in each hand. The big stone is heavier. Kofi is comparing.
Think: How are the stones the same? How are they different?
2. Understand: How to compare
Idea 1: Same and different
When we compare, we say how things are the same and how they are different. Two stones may both be grey but one may be bigger.
Idea 2: Comparing words
Comparing words often end in -er: bigger, smaller, longer, shorter, taller, heavier, lighter. We use them when we look at two things.
Idea 3: Comparing fairly
To compare fairly, look at both things in the same way. To find which pencil is longer, put them side by side and line up one end.
3. Worked examples
Example 1 (I show you): Compare two pencils
A red pencil and a yellow pencil are side by side with their ends lined up on the left. The yellow one reaches further.
- Line up the ends on one side.
- Look at the other ends.
- Say which is longer.
Answer: The yellow pencil is longer than the red pencil.
Example 2 (We do it together): Same or different?
A cup and a bowl. Both hold things. The cup has a handle but the bowl does not.
- What is the same? Both hold things.
- What is different? The cup has a handle.
- Say it in one sentence.
Answer: Both hold things, but the cup has a handle and the bowl does not.
Example 3 (You try): Which is heavier?
You hold a book in one hand and a pencil in the other.
Show the steps and answer
- Hold one in each hand.
- Feel which hand goes down.
- Say the answer.
Answer: The book is heavier than the pencil.
Did you know?
A balance scale compares weight. The heavier side goes down.
Why this matters
Comparing helps scientists see patterns and choose the best thing for a job.
4. Explore: Compare two leaves
Work in pairs with two different leaves.
- Put the leaves side by side with the stalks lined up. Which is longer?
- Say two ways they are the same.
- Say two ways they are different.
- Draw both leaves and say a sentence that compares them.
Think about it: what did you notice?
Did you notice things you missed before? Comparing helps us notice more.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- They are both ___.
- This one is ___er than that one.
- The difference is ___.
- I compared them by ___.
Guided practice
Question 1. Is a mouse bigger or smaller than an elephant?
Smaller.
Question 2. What does “same” mean?
Not different.
Question 3. Which is heavier, a big stone or a feather?
The stone.
Independent practice
Level 1: Start
- Is a mouse bigger or smaller than an elephant?
- What does “same” mean?
- Which is heavier, a big stone or a feather?
- Which word compares length: longer or louder?
- Name one way a cup and a bowl are the same.
Level 2: Grow
- Compare a pencil and a ruler.
- Say one way two leaves can be different.
- How can you compare length fairly?
Level 3: Stretch
- Compare your hand with a friend’s hand. Say two things.
- Kofi says a bucket is heavier than a spoon without holding them. Is that a good way to compare? Why?
- Why must we look at two things in the same way?
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
You want the longest string to tie a box. How do you choose?
Show a sample answer
Line the strings up side by side and choose the longest.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Compare means to look at two things and say how they are the same and different.
Fix: A big balloon is lighter than a small stone. Check by holding or weighing.
8. Lesson summary and revision card
- I can say how two objects are the same.
- I can say how two objects are different.
- I can use comparing words such as bigger, longer and heavier.
- I can compare two objects fairly.
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
- To compare, look at two things together.
- Say how they are the same and how they are different.
- Words like bigger, longer and heavier help us compare.
- A fair comparison looks at both things in the same way.
11. Next lesson
Next lesson: Sorting and grouping objects. 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.
- What does compare mean? [2 marks]
- Write one way a cup and a bowl are the same and one way they are different. [2 marks]
- Which is heavier, a big stone or a feather? [1 mark]
- How can you fairly compare the length of two pencils? [3 marks]
- Name two comparing words. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Look at two things [1]; say how they are the same and different [1]
- Same: both hold things [1]; different: the cup has a handle, or any correct difference [1]
- The stone [1]
- Put them side by side [1]; line up one end [1]; look at the other ends [1]
- Any two: bigger, smaller, longer, shorter, taller, heavier, lighter [1 each]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Is a mouse bigger or smaller than an elephant?
- What does “same” mean?
- Which is heavier, a big stone or a feather?
- Which word compares length: longer or louder?
- Name one way a cup and a bowl are the same.
- Compare a pencil and a ruler.
- Say one way two leaves can be different.
- How can you compare length fairly?
- Compare your hand with a friend’s hand. Say two things.
- Kofi says a bucket is heavier than a spoon without holding them. Is that a good way to compare? Why?
Homework
Compare two fruits or two spoons at home. Say two ways they are the same and two ways they are different. Draw them.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Is a mouse bigger or smaller than an elephant? | Smaller. | 1 |
| 2. What does “same” mean? | Not different. | 1 |
| 3. Which is heavier, a big stone or a feather? | The stone. | 1 |
| 4. Which word compares length: longer or louder? | Longer. | 1 |
| 5. Name one way a cup and a bowl are the same. | Both hold things. | 1 |
| 6. Compare a pencil and a ruler. | Any correct comparison, such as the ruler is longer. | 1 |
| 7. Say one way two leaves can be different. | Size, shape, colour or pattern. | 1 |
| 8. How can you compare length fairly? | Line up the ends and look at the other ends. | 1 |
| 9. Compare your hand with a friend’s hand. Say two things. | Any two correct comparisons. | 1 |
| 10. Kofi says a bucket is heavier than a spoon without holding them. Is that a good way to compare? Why? | It may be right, but holding or weighing gives evidence. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Smaller.; 2 Not different.; 3 The stone.; 4 Longer.; 5 Both hold things.. Level 2: 1 Any correct comparison, such as the ruler is longer.; 2 Size, shape, colour or pattern.; 3 Line up the ends and look at the other ends.. Level 3: 1 Any two correct comparisons.; 2 It may be right, but holding or weighing gives evidence.; 3 So the comparison is fair..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say how two objects are the same | 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 how two objects are different | 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 Use comparing words such as bigger, longer and heavier | 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 Compare two objects fairly | 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 |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Compare means to say something about one thing.” Compare means to look at two things and say how they are the same and different.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use two very different objects, such as a pencil and a book, and talk about how they differ.
- 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 learns to compare two objects and say how they are the same and different. You do not need to be an expert to help.
- Compare two shoes or two fruits and talk about them.
- Ask: “Which is longer? How can we check?”
- Praise fair, careful checking.
- 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: say how two objects are the same; say how two objects are different; use comparing words such as bigger, longer and heavier; compare two objects fairly.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Pairs of safe objects (two pencils, two leaves, two stones), chart paper, pencils and crayons. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Make a pair of objects for each group. Write “same” and “different” on the board with an example.
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). Show two stones and ask how they are the same and different.
Explanation (10 min). Teach same and different, then comparing words. Show how to line up the ends.
Guided activity (10 min). Pairs compare two leaves and say two likenesses and two differences.
Independent activity (10 min). Learners draw both and say a comparing sentence.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How are they the same? How are they different? How did you compare fairly?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Compare means to say something about one thing.” Compare means to look at two things and say how they are the same and different.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use two very different objects, such as a pencil and a book, and talk about how they differ. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 1, topic 6; Next Generation Science Standards, practices of observing and comparing; Cambridge Primary Science Stage 1, scientific enquiry; IB Primary Years Programme, inquiry-based learning. These sources informed the lesson.