Learning Outcome

Makes small groups with an equal and unequal number of objects in each group.

Objective

Children will be able to understand the concept of equal and unequal grouping as a foundation for multiplication.

Prerequisites

Children

• can count up to 50 objects
• can recognize the patterns and groups
• have basic addition skills.

Pre-teach Vocabulary

Children should be familiar with the terms such as, groups, equal, unequal, same, different, count, arrange, and pattern.

Introduction: Understanding Grouping

Materials required:

• Various small objects (buttons, pencils, beans, pebbles, button caps, fruits, etc.).
• Paper plates or circles drawn on paper (for creating groups).
• Picture cards showing equal and unequal groups.
• Worksheets with equal and unequal grouping examples.
• Chart paper

The teacher can begin the lesson by showing the children various objects grouped in different ways. For example, the teacher places 15 buttons on a table, some in groups of 3, some in groups of 5, and some scattered individually. Then ask the children, “What do you notice about the arrangement of buttons?” and guide the discussion toward understanding that the objects can be organised in groups.

Teaching Method: I Do – We Do – You Do

I Do (Teacher Modeling):

The teacher starts the class by announcing, “Today, we are going to learn about equal and unequal groups. Equal groups have the same number of objects in each group. Unequal groups have different numbers of objects,” followed by a demonstration.

1. Display 12 pencils and 3 paper plates.
2. Say: I’m going to make equal groups with these pencils.
3. Place 4 pencils on each plate.
4. Count the pencils in each group as “1, 2, 3, and 4” for each plate.
5. Say aloud, “I have 3 groups, and each group has exactly 4 pencils. These are equal groups because each group has the same number of objects.”
6. Now rearrange the pencils: 2 on the first plate, 5 on the second plate, and 5 on the third plate.
7. Say aloud, “Now I have 3 groups, but the groups do not all have the same number of pencils. These are unequal groups.”
8. Say aloud:
   1. When groups have the same number of objects in each group, they are called equal groups.
   2. When groups have a different number of objects in each group, they are called unequal groups.
   3. Equal groups help us understand multiplication.

We Do (Guided practice):

Let us create some equal and unequal groups together.

Activity 1: Creating Equal Groups

• Give each child or pair 20 buttons and 4 paper plates.
• Instruct the children to make equal groups with the buttons.
• Guide the children to place 5 buttons in each paper plate.
• Ask the children, “How many groups do we have?” Answer: 4.
• “How many buttons are there in each group?” Answer: 5.
• “Are these groups equal or unequal? How do you know?” Answer: Equal, because each group has 5 buttons.

Activity 2: Identifying Equal vs. Unequal Groups

• Display various arrangements of objects (e.g., 3 groups of 4 apples, 4 groups with 2, 5, 3, and 4 bananas each).
• Ask the children to identify the equal groups and unequal groups.
• Elicit the reason for their answer.

You Do (Independent Practice):

Children work individually or in pairs with their own set of manipulatives.

Give them challenges such as:

• Make 3 equal groups with 15 objects
• Make 4 equal groups with 20 objects
• Show 3 unequal groups using 12 objects.

The teacher can walk around and ask guiding questions like, “How many items are there in each group? Are your groups equal or unequal? How do you know?”

Video: Equal and Unequal Grouping – Coming soon

ISL Video: Equal and Unequal Grouping – Coming soon

LTM: DIY flashcards – Coming soon

LTM: Printable flashcards – Coming soon

Activity 1: Group Sort Challenge

Objective: 
Children will identify and create equal and unequal groups through a sorting activity to reinforce their understanding of grouping concepts.

Importance of the activity for children:

Helps in developing:

1. Gross motor skills (Moving around, sorting)
2. Fine motor skills (Picking a card, hand-eye coordination)
3. Cognitive skills (Visual discrimination, concentration, decision-making)
4. Social skills (Cooperation, waiting for their turn, playing together)
5. Language skills (Concepts development like equal group and unequal group)
6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that  boosts self-esteem, and encourages pride in learning new skills)

Resources required:

1. Sorting cards with pictures showing equal and unequal groups.
2. Manipulatives like counters, beads, and blocks.
3. Two hula hoops or circles drawn on the floor.
4. “Equal Groups” and “Unequal Groups” labels.
5. Recording sheets

Setting for the activity:
The activity can be done indoors or outdoors with open floor space.

Type of activity: Small group activity

Preparation of activity:

• Create picture cards showing various groupings (e.g., 3 groups of 4 stars each, 3 groups with 2, 3, and 5 circles, respectively).
• Set up two sorting areas labelled “Equal Groups” and “Unequal Groups.”
• Prepare recording sheets for children to draw examples they sort.

Role of the teacher:

• Demonstrator: Explain the sorting criteria clearly and show how to sort a few objects.
• Observer: Watch how the children engage with the materials and identify those who need extra help.
• Facilitator: Guide the children to verbalize their reasoning. Ask probing questions about how they determined the equal and unequal groups.

Procedure:

1. Introduction:
   The teacher announces, “Today we’re going to be group detectives! We’ll look at different cards and decide if they show equal groups or unequal groups.”
2. Demonstration:
   • Show a sample card with 3 groups of 4 stars.
   • Count the number of stars in each group aloud.
   •  Place it in the “Equal Groups” circle and explain the reason behind it.
3. Group activity:
   • Children take turns in selecting a card.
   • They count the objects in each group.
   • Decide if groups are equal or unequal.
   • Place the card in the appropriate circle.
   • Explain their reasoning to the group members.
4. Extension:
   • After sorting, children create their own equal and unequal groups using different manipulatives.
   • Draw their creations on recording sheets.
   • Share their answers with partners to confirm correct classification.
5. Wrap-up discussion:
   • What makes groups equal?
   • Why is it important to have the same number of objects in each group to be equal?
   • How do you know when groups are unequal?

Observations:
The teacher observes the children to find if they are able to accurately count the number of objects in each group, if they can correctly distinguish between equal and unequal groups, and if they use appropriate vocabulary while explaining their reasoning.

Conclusion:
Children develop the ability to identify and create equal and unequal groups and thus learn the foundational understanding for multiplication concepts.

Video: Group sort challenge – Coming soon

ISL Video: Group sort challenge – Coming soon

Activity 2: Equal Groups Art Project

Objective: 
Children will create artistic representations of equal groups using stamps, stickers, or finger painting to reinforce the concept of equal grouping in a creative context.

Importance of the activity for children:

Helps in developing:

1. Gross motor skills (Drawing, pasting, cutting)
2. Fine motor skills (Holding, hand-eye coordination, counting objects)
3. Cognitive skills (Visual discrimination, concentration, decision-making)
4. Social skills (Appreciating others’ work)
5. Language skills (Concepts development like equal group and unequal group)
6. Emotional skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:

1. Construction paper
2. Stamp pads and stamps (or stickers)
3. Finger paints
4. Markers
5. Scissors
6. Glue
7. Equal groups planning sheet (with circles drawn for planning)

Setting for the activity: 
The activity can be done indoors with covered tables in the art area and materials organised in the work area.

Type of activity: Individual creative activity

Preparation of activity:

• Set up art stations with various materials.
• Create sample artwork showing equal groups.
• Prepare planning sheets with 3-5 circles drawn for children to plan their groups.

Role of the teacher:

• Demonstrator: Demonstrate how to plan equal groups on the planning sheet. Show examples of artistic equal groups.
• Observer: Watch how children engage with the materials and identify those who need extra help.
• Facilitator: Guide the children to articulate the mathematical concept in their art and help them to check that their groups are truly equal.

Procedure:

1. Introduction:
   The teacher introduces the activity by saying, “Today we’re going to be artists and mathematicians at the same time! We’re going to create beautiful artworks that show equal groups.
2. Planning:
   • Children receive planning sheets with 3 to 5 empty circles.
   • The children decide how many items will be there in each equal group.
   • Draw dots or marks to plan their design.
3. Creation:
   • Children select their art medium (stamps, stickers, or fingerprints).
   • Create their artwork, ensuring equal numbers in each group.
   • Add details with markers after primary groups are created.
4. Mathematical connection:
   • On their artwork, children write a number sentence:
     “___ groups of ___ = ___ total.”
     Example: “4 groups of 3 = 12 total”
5. Gallery walk:
   • Children display their artwork.
   • Take turns to explain their equal groups to classmates.
   • Viewers verify that groups are truly equal.

Observation: The teacher observes the children engaged in the activity to ensure that

• The children can create consistently equal groups in their artwork.
• The children can understand the connection between their artistic creation and the mathematical concept and
• The children can clearly explain how many groups and how many items per group they created.

Conclusion:
Children can represent equal groups artistically while reinforcing the mathematical concept.

Assessment:

The teacher can give the practice worksheet to children which can be followed by an assessment worksheet.

Worksheet: Practice – Coming soon

Worksheet: Practice (Enlarged) – Coming soon

Worksheet: Assessment – Coming soon

Worksheet: Assessment (Enlarged) – Coming soon

Cross-Curricular Connection:

• Art Class:
  Children can create patterns with equal groups using different shapes or colours (e.g., 3 groups of 4 triangles, followed by 3 groups of 4 circles).
• Language Class:
  Children write simple sentences describing equal groups they observe in the classroom or in pictures.
• Physical Education Class:
  Children play the ‘Form a group’ game. The teacher claps or plays a music piece, and children run in a circle. When the music or clapping stops, a number is announced, say 5, and 5 children should join together to form a group. Children left out belong to the unequal group and will need to step out of the game. The game continues, and the group that remains till the end is declared the winner.

Check list for teachers:

Activity	Yes	No	Sometimes
Children can:
Identify equal and unequal group of objects
Count the number of objects in the group accurately
Create equal groups with the given objects
Create unequal groups, as instructed, with the given objects
Explain why groups are equal or unequal
Complete the activities in the given time
Do the activity independently
Express verbally and through actions, expressions or gestures
Enjoy teamwork, appreciate others and are willing to learn from others

Home Activity: Equal Groups Hunt

Ask the children to find and draw 3 examples of equal groups they see at home (e.g., egg cartons, muffin tins, packs of biscuits, etc.). For each example, they should write how many groups they could form and how many objects there are in each group.

Adaptations for addressing learner variability: Adaptations and strategies – Coming soon

Teacher Resource Document – Coming Soon

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.