Critters Count & Compare

Learning Guide

A simple guide to lead you through the kickoff, the core challenge, and everything in between.

Mai’s Tips

1. Let your child physically move and count the items themselves. Their hands-on experience is key to understanding these abstract concepts!
2. Don't worry if they don't get it right away. Use lots of verbal encouragement and rephrase questions to help them discover the answers for themselves.

Prep Before Session 5 min

• Gather 2-3 small bowls or containers.
• Find a pile of small, countable items (e.g., dry beans, buttons, small blocks, pom poms, or dry pasta).

Photo by James Lee on Pexels

1Introduction 5 min

• Introduce the scenario of hungry critter friends who need help sharing their snacks. Explain that they don't know how to share fairly. Ask your child: "What do you think 'sharing fairly' means?" Fairly means giving everyone what they need, so no one feels left out. It's about being kind and making sure everyone gets enough. Ask: "Is it important for everyone to get enough?" Then ask: "What do you think will happen if some critters get more snacks and some get less?" The stage is complete when your child understands the critter's sharing problem and shows interest in helping them.

Know Before You Teach

• Good to know: The lesson introduces the idea of fairness and sharing, not just counting.
• The 'critters' are imaginary friends to make the activity engaging.
• This stage helps set a meaningful purpose for the upcoming math activity.
• If they ask: What kind of snacks do they like? Any kind you can imagine, like tiny berries or crunchy seeds!
• Key words: critters: are like small, pretend animals.
• It's working when: Child shows a curious or concerned expression about the critter's sharing problem.

• If they're stuck: Show a picture of a happy face and a sad face, and ask which critter might feel which way.
• Easier: Give a simple example of sharing, like 'If we share two cookies, how many does each person get?'
• Harder: Ask the child to imagine how the critters would solve the problem if they could talk.

Done when: Child understands the sharing problem and shows interest in helping the critters.

Photo by Waskyria Miranda on Pexels

2Explore & Plan 8 min

• Gather 2-3 small bowls or containers and a pile of small, countable items like dry beans, buttons, small blocks, pom poms, or dry pasta. Explain these will be the 'snacks' for the critters. Ask your child: "What kind of yummy snacks should these be?" Have your child select the number of 'critter friends' (bowls) they want to help, guiding them to choose 2 or 3. Ask: "How many critter friends do you think we should help today? Two? Three?" Then ask: "How can we make sure we have enough for everyone to share?" The stage is complete when all materials are gathered and your child has chosen the number of bowls they want to use.

Know Before You Teach

• Good to know: Limiting to 2 or 3 bowls keeps the counting and comparison manageable for this age.
• Letting the child choose some elements makes them feel more involved.
• If they ask: Can I use my toy cars as snacks? Only if they are small enough and we have lots of them to share!
• If they ask: Can we use 10 bowls? Wow, that's a lot! Let's try with two or three first, and then maybe we can help more next time.
• It's working when: Child actively picks up and explores the 'snack' items.

• Easier: Parent pre-selects two bowls and one type of 'snack' item to reduce choices.
• Harder: Ask the child to estimate how many 'snacks' are in the pile before starting.

Done when: Materials are gathered, and the child has chosen the number of 'critter friends' (bowls) they want to help.

Photo by Charles Parker on Pexels

3Discussion 6 min

• With your gathered snacks and critter bowls, facilitate a conversation about comparing quantities. Ask: "What do you think will happen if I put a lot of snacks in this bowl and just a few in that one?" Then ask: "Which critter would be happy, and which might be a little sad? How can we make them all happy?" Use the materials to demonstrate: "If I put three snacks here and one snack here, which pile has more? That means it has a bigger number of items. Which pile has less? That means it has a smaller number. What if I put three here and three here? Then they have the same amount – they are equal!" The stage is complete when your child can identify 'more,' 'less,' and 'same' using the physical materials.

Know Before You Teach

• Good to know: Physically demonstrating with the materials helps connect the words to real quantities.
• 'Same amount' means they are equal, which is an important early math concept.
• If they ask: What does 'quantity' mean? 'Quantity' is just how much of something there is, like how many snacks.
• Key words: more: means a bigger number or a larger amount of items.
• Key words: less: means a smaller number or a smaller amount of items.

• Key words: same: means the exact same number or amount of items, they are equal.
• It's working when: Child correctly points to the bowl with 'more' or 'less' when prompted.
• If they're stuck: Physically move items between bowls to clearly show the difference when you say 'more' and 'less.'
• Easier: Focus only on identifying 'more' and 'less' first, saving 'same' for when those are understood.
• Harder: Ask the child to describe the difference between the bowls using the new words without prompting.

Done when: Child can identify 'more,' 'less,' and 'same' using the physical materials.

Photo by Yan Krukau on Pexels

4Activity 9 min

• Guide your child to begin the sharing challenge. Have them pretend each bowl is a hungry critter. Ask: "Can you give this critter more snacks than that one?" Then ask: "And how about this one, can it have the same amount as the first one?" Encourage your child to count out items as they place them in each bowl. Give specific prompts like: "Can you put 3 snacks in this bowl and 2 in that one?" After they've distributed, ask: "Which one has more? How can we make them have the same amount?" Let your child lead the distribution and comparison, providing guidance and reinforcement of 'more,' 'less,' and 'same.' The stage is complete when your child has successfully distributed items, identified 'more,' 'less,' and 'same' for several comparisons, and adjusted quantities as needed.

Know Before You Teach

• Good to know: Counting aloud helps the child practice number sequence and one-to-one correspondence.
• Adjusting quantities to make them 'the same' introduces early ideas of addition and subtraction.
• Letting the child distribute the items builds their confidence and problem-solving skills.
• If they ask: Can I eat the snacks? These snacks are just for our pretend critter friends today!

• If they ask: What if a critter wants 5 snacks? That's a great idea! Let's try giving that critter 5 snacks and another critter 3 snacks.
• If they're stuck: Model one distribution for them, saying the numbers aloud as you place items in a bowl.
• Easier: Parent does the counting and distribution, and the child identifies 'more' or 'less.'

Done when: Student has successfully distributed items, identified 'more,' 'less,' and 'same' for several comparisons, and adjusted quantities.

Photo by Polesie Toys on Pexels

5Summary 2 min

• Praise your child for their effort and problem-solving in helping the critter friends. Ask: "How did it feel to make sure everyone had enough?" Connect the concepts to their daily life by asking: "When might you use 'more' or 'less' or 'same' in your own day, like with toys or cookies?" You can prompt them further by saying, "Remember when you said you had 'more' blocks than your friend? That's what we practiced today!" The stage is complete when your child shares one key takeaway or gives an example of using 'more,' 'less,' or 'same' from their own life.

Know Before You Teach

• Good to know: Reflecting on the activity helps children remember and internalize new concepts.
• Connecting math concepts to daily life shows their relevance beyond the game.
• Acknowledging their effort reinforces positive learning experiences.
• If they ask: Can we play with the critters again tomorrow? Yes, we can definitely play this game again soon!
• If they ask: Why is sharing important? It's important because it makes everyone feel happy and cared for, just like our critters!
• It's working when: Child names an object or situation from their own life when prompted.

• If they're stuck: Offer a specific example, like 'Do you have more stickers or more crayons?'
• Easier: Ask a simple yes/no question about their feelings, e.g., 'Did it feel good to help the critters?'
• Harder: Ask them to imagine teaching someone else about 'more,' 'less,' and 'same' using the materials.

Done when: Student shares one key takeaway or an example of using 'more,' 'less,' or 'same' from their life.

Your Notes