Compares two groups of objects, saying when they have the same number.
Observe whether the child: compares two groups of objects, saying when they have the same number.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Sometimes notices equality for very small sets or when objects are aligned one-to-one, but is inconsistent. May need adult prompts to count or match items to decide if the groups are the same.
What you might see
When shown two sets with equal items but spread differently, says one has “more” based on which looks bigger.
When asked if two plates have the same number of snacks, guesses without counting or matching.
Lines up two small sets (e.g., 3 and 3) and says “same” when items are obviously paired, but changes answer when items are moved.
Counts one group only and then claims the second group is the same without checking it.
Expected
On track
With support, uses counting or one-to-one matching to compare two sets and can state when they are the same number, especially for smaller totals. May lose track with scattered objects or larger sets.
What you might see
Counts both groups with an adult reminder (“count this one too”) and then says “same” when the final counts match.
Pairs objects one-to-one across two groups (e.g., puts one teddy with one chair) but may stop early or miss an item unless prompted.
Exceeding
Going further
Independently compares two groups (often up to around 10) and accurately says when they have the same number, using counting or pairing to justify. Works across different arrangements and contexts.
What you might see
Independently counts each group and states “they’re the same” when both counts are equal, then re-checks if challenged.
Uses one-to-one matching in play (e.g., gives each doll one cup) and notices when a doll is missing a cup, then fixes it.
Suggests a checking strategy (“Let’s match them” or “Let’s count both”) when a peer disagrees about which has more.
Applies equality across contexts (e.g., “We need the same number of plates as people”) and verifies by counting.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Put two small piles of snacks on two plates (sometimes equal, sometimes not) and ask, “Do they have the same number? How do you know?”
Play: During a tea party, notice whether your child tries to make sets equal (one cup per teddy) and comments when it’s “the same” or “not the same”.
Tidy-up: Ask your child to check whether there are the same number of cars in two boxes—watch whether they count both or match them.
Outdoor: Collect two sets of stones/leaves and ask, “Are these the same number?” then see if your child uses pairing or counting to decide.
Storytime: In a picture book page with two groups (e.g., two rows of objects), ask your child whether they are the same number and observe their strategy.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (DfE, 2012) — Mathematics: Numbers (30–50 months).
Positions equal-number comparison as a key observable within early number development.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child’s Understanding of Number. Harvard University Press.
Grounds comparison of equal sets in one-to-one correspondence and counting principles central to early number understanding.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Does not compare groups by number; judgments rely on size, spacing, or “looks like more”. Does not use “same number” meaningfully when comparing sets.
When shown two sets with equal items but spread differently, says one has “more” based on which looks bigger.
When asked if two plates have the same number of snacks, guesses without counting or matching.
Emerging
Sometimes notices equality for very small sets or when objects are aligned one-to-one, but is inconsistent. May need adult prompts to count or match items to decide if the groups are the same.
Lines up two small sets (e.g., 3 and 3) and says “same” when items are obviously paired, but changes answer when items are moved.
Counts one group only and then claims the second group is the same without checking it.
Developing
With support, uses counting or one-to-one matching to compare two sets and can state when they are the same number, especially for smaller totals. May lose track with scattered objects or larger sets.
Counts both groups with an adult reminder (“count this one too”) and then says “same” when the final counts match.
Pairs objects one-to-one across two groups (e.g., puts one teddy with one chair) but may stop early or miss an item unless prompted.
Secure
Independently compares two groups (often up to around 10) and accurately says when they have the same number, using counting or pairing to justify. Works across different arrangements and contexts.
Independently counts each group and states “they’re the same” when both counts are equal, then re-checks if challenged.
Uses one-to-one matching in play (e.g., gives each doll one cup) and notices when a doll is missing a cup, then fixes it.
Reflexive
Chooses efficient strategies (pairing, quick counts, re-checking) and generalises the idea of “same number” to new situations (sharing, games, setting places). Can explain their method and help others check.
Suggests a checking strategy (“Let’s match them” or “Let’s count both”) when a peer disagrees about which has more.
Applies equality across contexts (e.g., “We need the same number of plates as people”) and verifies by counting.
