Counters (about 10 per student), a set of numeral cards numbered 0-5 prepared ahead of time, and a more/less cube are needed for this activity. To prepare the cube, label the cube on two sides with More (or M), on two sides with Less (or L), and on the remaining two sides Same (or S). Commercially made cubes of varying sizes are available for purchase from several vendors, or a blank cube may be labeled and used.

Display one of the numeral cards for students to view. Roll the cube. Students then use this numeral card to create two sets of counters. For example, if the numeral card is 4 and the cube reads MORE, students use counters to create a set containing 4 counters and another set that contains MORE than 4 counters. It is recommended that students have work mats while they complete this activity. Work mats provide a space for students to display their responses.

Note: Emphasize a one-to-one match arrangement when students are beginning to learn about the more/less concepts. This helps them to develop a deeper understanding of more, less, and the same. When matching one-to-one, the smaller set will visually be seen as a part of the larger set. In addition, model comparison vocabulary by stating, "Six is more than four." Play several more rounds by choosing different numeral cards and rolling the cube each time.

Resources:
Kathy Richardson. Developing Number Concepts Using Unifix Cubes. Menlo Park, CA: Addison-Wesley Publishing Company, 1984.