More, fewer or the same

The practice items here present pairings that are already made, so they are receptive rehearsal — reading a pairing is not the same as constructing one. Constructing pairs is table evidence, and it lives on your paper card.

• Pairs two sets one-to-one: one partner each, completely, without prompting.
• Reads leftovers as more or fewer: points to the leftovers as the reason.
• Identifies equal sets: says same or equal when the pairing exhausts both.
• Spacing transfer: keeps or re-derives the answer with pairing, counting or conservation reasoning — including a self-chosen check after the neutral “Be sure.” Note the initial slip; it is still independent.

Record which method your child treats as their own proof — pairing, counting or both. If the mathematics is right but the words are crossed, ask “show me the set with more”: that separates vocabulary from concept. Nothing is scored or stored.

Every question here names both sets, and every answer names a set or says “the same”. There is never a bare “more”. The equal answer is offered on every single item, including the ones where it is wrong — so choosing it is a real decision.

On the spaced items, choosing any answer slides the rows into partner columns so your child can watch what the pairing says. Nothing is marked wrong and no answer is supplied. Five practice items, at most two extras.