Observe whether the child: begins to make comparisons between quantities.
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 shows preference for a larger amount (especially of desired items) but comparisons are inconsistent and may be driven by immediate wanting rather than explicit comparison.
What you might see
When shown two piles (e.g., 1 vs 3), the child points to either without checking or changes choice rapidly.
Does not react when one person has clearly more pieces than another during snack.
When asked ‘which has more?’, the child repeats the question or names the objects instead of comparing.
Reaches for the larger pile of a preferred snack but does not show similar behaviour with blocks or crayons.
Points to the bigger group once, but when asked again chooses differently.
Says ‘more’ for both piles or says ‘more’ without looking carefully at the amounts.
Expected
On track
In familiar contexts, attempts to compare two quantities using gestures or simple language (e.g., points to the bigger pile, says ‘more’).
What you might see
Looks back and forth between two small piles and then points to one, showing the act of comparing.
Uses ‘more’ or ‘a lot’ while pointing to the bigger group in a supported activity.
Moves items closer together (e.g., gathers a pile) before deciding which is more.
Exceeding
Going further
Consistently compares small groups across contexts (snack, toys, pictures) and uses quantity language to indicate bigger/smaller/more/less.
What you might see
Accurately indicates the bigger group in simple comparisons (e.g., 2 vs 4) using pointing and/or saying ‘more’.
During play, notices a difference (e.g., ‘more cars’) and attempts to adjust by adding/removing items.
Compares quantities in books or on the table without needing items to be identical (e.g., more grapes than crackers).
Tries to make two groups ‘the same’ by moving one item from the larger group to the smaller group.
Uses a simple checking strategy (lines objects up or touches each item) to decide which is more.
Explains a comparison in simple terms (e.g., ‘this one more’) and may prompt others to notice.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Snack time: Put 1–2 pieces of fruit on one side of the plate and 3–4 on the other—ask ‘Which side has more?’ and notice whether your child compares and points meaningfully.
Toy play: Make two small piles of blocks (e.g., 2 and 4) and ask ‘Which pile is bigger?’—observe whether your child checks by looking back and forth.
Bath time: Offer two cups—one with a few floating toys and one with many—ask ‘Which has a lot?’ and listen for quantity language.
Outdoor: Collect two small groups of leaves/pebbles—ask your child to ‘choose the one with more’ and watch whether they compare before choosing.
Story time: Point to two pictures with different amounts (few vs many) and ask ‘Where are there more?’—notice whether your child uses words like ‘more/a lot’.
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 (2012), Mathematics: Numbers (16-26 months).
This construct is framework-native and captures the emergence of comparative quantity reasoning before formal counting accuracy.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child's Understanding of Number. Cambridge, MA: Harvard University Press.
Comparing set sizes supports the developing link between number tags and cardinality, and prepares children for reasoning about ‘more’/‘less’ and change in quantity.
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 notice or communicate differences in amount between two small groups; chooses randomly or based only on appearance/position.
When shown two piles (e.g., 1 vs 3), the child points to either without checking or changes choice rapidly.
Does not react when one person has clearly more pieces than another during snack.
When asked ‘which has more?’, the child repeats the question or names the objects instead of comparing.
Emerging
Sometimes shows preference for a larger amount (especially of desired items) but comparisons are inconsistent and may be driven by immediate wanting rather than explicit comparison.
Reaches for the larger pile of a preferred snack but does not show similar behaviour with blocks or crayons.
Points to the bigger group once, but when asked again chooses differently.
Says ‘more’ for both piles or says ‘more’ without looking carefully at the amounts.
Developing
In familiar contexts, attempts to compare two quantities using gestures or simple language (e.g., points to the bigger pile, says ‘more’).
Looks back and forth between two small piles and then points to one, showing the act of comparing.
Uses ‘more’ or ‘a lot’ while pointing to the bigger group in a supported activity.
Moves items closer together (e.g., gathers a pile) before deciding which is more.
Secure
Consistently compares small groups across contexts (snack, toys, pictures) and uses quantity language to indicate bigger/smaller/more/less.
Accurately indicates the bigger group in simple comparisons (e.g., 2 vs 4) using pointing and/or saying ‘more’.
During play, notices a difference (e.g., ‘more cars’) and attempts to adjust by adding/removing items.
Compares quantities in books or on the table without needing items to be identical (e.g., more grapes than crackers).
Reflexive
Uses comparison to solve small problems (sharing, choosing, checking fairness) and may verify by matching, lining up, or early counting.
Tries to make two groups ‘the same’ by moving one item from the larger group to the smaller group.
Uses a simple checking strategy (lines objects up or touches each item) to decide which is more.
Explains a comparison in simple terms (e.g., ‘this one more’) and may prompt others to notice.
