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INTERVENTION STRATEGY:
Are These the Same?
Brief Description: The concepts of “more,” “less,” and “same” are basic relationships
contributing to the overall concept of number. Children begin to develop these concepts
as early as age 2. An entering kindergarten student can usually choose the set that is
more if presented with two sets that are clearly different in number. The concepts of less
and same are more difficult to grasp, which is likely due in part to the fact that children
have fewer opportunities to use these words in everyday life. This conservation problem
emphasizes the concept that certain physical characteristics of a certain object remain the
same, even if it’s outward appearance changes.
Materials Needed:
1) 14 of the same coins
2) 2 rulers or sticks of the same size
3) 2 glasses of different sizes, with the same amount of water in each
Implementation: This strategy can be implemented individually or in small groups. It
can be facilitated by a teacher, paraprofessional or adult volunteer.
1) Divide the 14 coins into two groups of 7 each.
2) Line both groups up in the same way.
3) Then, change one set around so that it looks different than the other set.
4) Ask the student(s) if the coin sets are still equal. Discuss the answer.
The same would go for the 2 rulers or sticks and the liquid containers.
Schedule for implementation: The suggested intervention schedule is approximately 10
minutes per day, 3 times per week until the concept is grasped.
Variations: 2 glasses of different sizes, with the same amount of water in each, or 2
rulers or same-size sticks can be used in place of the coins.
Research Summary & References:
A video clip of this strategy can be found at the University of South Dakota School
Psychology Program Intervention website at
http://www.usd.edu/cpe/math.htm#preschool.
Berk, Laura E., (1996). Infants, Children and Adolescents, Second Edition. Needham
Heights, MA: A Simon & Schuster Company.
*Intervention information compiled by the National Association of School Psychologists.