Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.




In mathematics, analysis of sets, groups, data, numbers, etc. is extremely important. Further, students need to have the appropriate language with which to communicate this analysis. Comparative language exposure at this level is crucial and helps students to critically analyze the similarities and differences among objects. Describing attributes (that can be measured), along with vocabulary that supports description (taller, shorter, bigger, smaller, wider, heavier, etc.) and using those to make comparisons is at the heart of this standard. 

Understanding the Standard:

  • Students need a great deal of exposure to comparative language that is used to make comparisons between two objects in a set.
  • Guide students to communicate those comparisons and articulate the differences between two objects.
  • When given to two sets of objects, students should reason as to which has more or less.

Questions to Focus Instruction:

  • Can students compare two objects and describe which is longer, heavier, taller, wider, etc?
  • Can students observe physical attributes of objects and verbally compare such things as length and predict which object would be heavier when compared with another?


Prior to: Students need the ability to identify measurable attributes.

At Grade Level:
Students will make comparisons between two objects using comparison words such as long, longer, longest; short, shorter, shortest; tall, taller, tallest; and small, smaller, smallest.

Moving Beyond:
Students will compare the lengths of two objects by (indirectly) using a third object as they order three objects by length.