PK.MD.B.4: Compare categories using words such as greater than/more, less than, and equal to/same. (Limit category counts to less
than 5)
Learning Target: Students (and teacher) will begin to construct a real graph to represent information gathered from a set of
concrete objects and then discuss what the data reveals.
 Sort objects into categories and then describe the categories using comparative language (e.g., There are more bus riders than car riders; or
there are the same number of large and small bears.)
 Compare quantities of categories visually or by aligning the items one to one, not by the numeric comparison.
 Apply appropriate comparison vocabulary of ‘more’ or ‘same’.
Large Group Ideas
Introduce the concept of a real graph. Explain that a
graph is used to display data. Begin with something easy
that you have sorted, like teddy bear counters by color.
Use the actual teddy bear counters to construct a graph
(line the bears in each subgroup up to make a line – either
horizontally or vertically). Write out labels on index cards to
be placed beside the “line” of objects. Discuss the idea of
which group has/shows more or less.
After you have sorted, arrange the various sorted groups in
a line (or stack them) to make a graph. Be sure to label
each group focusing on the attribute that you used to sort
(color, shape, size…). Discuss the data by making more/less
comparisons.
Small group Ideas
Give each child a graphing mat labeled at the bottom with
three color columns. Give each child a handful of rubber
manipulatives (containing the three colors you listed) to sort
and then graph. Discuss which column (or row if you create
it horizontally) has more or less.
Snack: Give each child a graphing mat labeled at the
bottom with the type of snacks you have mixed in their bag
(goldfish and pretzels would be one example). Give them
their snack baggie. Before eating, the children will sort their
snack bag and then use it to create a graph. Have them
discuss more/less. Challenge them to eat some of their
snack so that they are the same or that the less becomes
the more or the more becomes the less. Can they figure
out what to eat to make the changes in their graph? Do
they notice the changes to the graph after they have
eaten some?
PK.MD.B.4: Compare categories using words such as greater than/more, less than, and equal to/same. (Limit category counts to less
than 5)
Learning Target: Students (and teacher) will begin to construct a picture graph to represent, compare, and interpret data.
 Sort objects into categories and then describe the categories using comparative language (e.g., There are more bus riders than car riders; or
there are the same number of large and small bears.)
 Compare quantities of categories visually or by aligning the items one to one, not by the numeric comparison.
 Apply appropriate comparison vocabulary of ‘more’ or ‘same’.
Large Group Ideas
Introduce the concept of a picture graph. Explain that a
graph is used to display data. Create a real graph using
objects you sorted. Then create a picture graph of the
same data. Talk with students about how the graphs are
alike/different.
Small group Ideas
Lay out a large graphing mat and label the 3 columns:
food, animals and people. Provide children with a
collection of picture cards related to those categories and
have them complete the graph. Make sure they are
beginning at the bottom and working their way up to
construct the graph. Discuss more/less based on the graph.
Begin with something easy that you have sorted, like shapes The activity above can be repeated with any sets of
by size. For each of the categories you will draw that shape pictures. Simply change the category labels at the bottom
to construct the graph (draw a shape for each shape in the or sides of the graph. The graph can be created either
group one on top/beside one another – you can create
vertically or horizontally. Children should be exposed to
the graph either horizontally or vertically). Write out labels
both vertical and horizontal graphs. Discuss more/less
on index cards to be placed beside the “line” of drawn
based on the graph.
shapes. Discuss the idea of which group has/shows more or
less.
Discovery Education Links
Sorting by sight segment