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Use this as a roadmap, not a test. Determine which foundations are already meaningful and which should be strengthened during instruction.

• Object permanence: the learner understands that objects continue to exist when they are moved or partially hidden.
• Cause and effect: the learner notices that adding, removing, pouring, eating, or moving objects changes an outcome.
• Attending to and exploring real objects.
• Purposeful reaching, touching, looking, listening, or movement toward a choice.
• Exploring objects with both hands when appropriate.
• Basic discrimination between two objects, groups, or containers.
• Beginning awareness of one object versus multiple objects.
• Intentional communication using any reliable method.
• Emerging symbolic understanding when symbols or AAC will be introduced.

More and less are functional concepts before they are mathematics vocabulary. They support requesting, rejecting, choosing, anticipating, sharing, measuring, shopping, cooking, managing supplies, understanding fairness, and communicating sensory or support preferences. Explicit instruction is essential when the learner cannot incidentally observe quantities changing across the day.

• Explore two groups, containers, durations, or intensities.
• Notice that two amounts can be different.
• Experience an amount increasing and decreasing.
• Anticipate receiving more or having less after a change.
• Indicate a preference, request, protest, or observation using any reliable communication method.
• Associate spoken words, AAC symbols, tactile symbols, object cues, braille, or print with the concepts when developmentally appropriate.
• Generalize the concepts across people, materials, routines, and environments.

Provide many meaningful comparisons before expecting the learner to identify or label the concept. Narrate what is happening instead of repeatedly asking which group has more or less. Language should be connected to a fully accessible experience.

Use clear contrasts at first, keep the materials stable, allow complete exploration, and vary only one feature at a time. Gradually reduce the difference between quantities after the learner shows anticipation and understanding.

Place two stable containers in the learner's workspace. Put two motivating objects in one and six in the other. Allow full exploration of the first container, then the second. Narrate: This bowl has more. Return to the smaller group and say: This bowl has less. Repeat without testing. Then add objects to one group so the learner experiences an amount becoming more.

Avoid beginning with abstract pictures or worksheets when the learner is still building the concept. Real objects and real changes make the relationship perceivable.

• Highly motivating snacks such as crackers, cereal, or pretzels.
• Toy cars, blocks, plastic animals, balls, spoons, socks, or textured objects.
• Two stable bowls, trays, baskets, cups, or containers with clear boundaries.
• Musical instruments or sound-making objects.
• Consistent tactile markers, object cues, braille labels, or high-contrast markers when appropriate.

Accept any intentional response that is meaningful for the learner, including reaching, touching, eye gaze, object exchange, switch activation, AAC selection, vocalization, smiling, pushing away, pausing, or body movement. Do not require speech to demonstrate conceptual understanding.

Model language without requiring imitation. Honor requests for more and preferences for less, while also teaching that the words describe observable relationships between amounts.

• MORE
• LESS
• FINISHED
• GO
• STOP
• WANT
• HELP
• MY
• YOUR
• AGAIN

Make the relevant words available before the activity begins. Model them during real changes in quantity or duration. Confirm understanding through meaningful use, not through isolated button identification.

When tactile symbols are developmentally appropriate, use consistent symbols across environments. One possible system is two identical textured pieces joined together for more and one matching textured piece for less. Object cues may remain more meaningful than abstract tactile symbols for some learners.

For a learner who is completely blind, developmentally delayed, pre-academic, or building object permanence, use stable containers and familiar motivating objects. Present obvious differences, allow full tactile exploration, repeat throughout the day, and delay abstract symbols until the relationship is meaningful.

Provide the learner's established communication system before the activity begins. Accept reaching, object exchange, switches, eye gaze, vocalization, or body movement. Model more, less, finished, stop, want, and help without requiring imitation.

Use predictable routines, clear beginning and ending cues, preferred materials, and controlled sensory intensity. Teach less as a useful self-advocacy concept for reducing sound, touch, visual complexity, help, or duration. Avoid changing multiple features at once.

Use close-range tactile access, object cues, consistent positioning, hand-under-hand exploration, and communication forms selected by the learner's team. Ensure the learner perceives both the starting amount and the change before labeling it.

For learners with age-appropriate cognition, connect direct experience to braille, print, number lines, data, measurement, money, estimation, greater-than and less-than language, and increasingly subtle comparisons. Maintain accessible representations and real-world application.

Avoid flashcards, picture worksheets, rapid quizzing, abstract symbols before experience, large-group presentation without direct access, and comparisons that accidentally change size, texture, preference, or location as well as quantity. Avoid assuming that counting proves understanding of comparison.

• Misconception: A learner who can count understands more and less. Reality: Counting and comparing are different concepts.
• Misconception: Worksheets build quantity concepts. Reality: Accessible experiences create the meaning that symbols later represent.
• Misconception: Requesting more proves broad understanding. Reality: The learner must recognize and use the concept across materials and routines.
• Misconception: Incorrect motor selection means the concept is absent. Reality: Access, motor planning, communication, and conceptual understanding must be considered separately.

• Searches for or selects a larger quantity.
• Anticipates receiving an additional item or continuation.
• Requests more using a reliable communication method.
• Notices when items are added.
• Uses more across different materials or routines.
• Applies the concept to amount, time, intensity, or frequency when developmentally appropriate.

• Emerging: notices or reacts when an amount changes.
• Developing: anticipates more or less in a familiar routine with support.
• Generalizing: demonstrates the concept with different materials, people, or settings.
• Independent: uses, identifies, or applies the concept without instructional prompting across meaningful situations.

Record the access mode, communication method, prompts, partner, materials, and setting. Do not reduce the assessment to correct or incorrect responses.

• Explored both quantities or states.
• Noticed the change when items were added or removed.
• Anticipated more or less.
• Communicated intentionally.
• Selected or acted on the larger or smaller amount when meaningful.
• Generalized to another material, routine, person, or environment.
• Access supports and prompts used.
• Brief notes describing the observable behavior.

Plan transfer deliberately. Look for understanding during snack, art, physical education, music, cooking, laundry, shopping, classroom work, community activities, and home routines. Vary the objects, people, and location while keeping the concept language consistent.

• Arrival: more backpacks have arrived; fewer students are absent.
• Snack and lunch: more crackers, less juice, more choices, fewer pieces remaining.
• Centers and play: more blocks, fewer animals, more turns, less time remaining.
• Cooking: more ingredients, less water, fuller and emptier containers.
• Laundry and chores: more socks to sort, fewer items left to put away.
• Music and art: more beats, less sound, more paint, fewer materials remaining.
• Shopping and community: more items, less money remaining, larger and smaller quantities.

Families can build the concepts naturally: pour more cereal, add more bubbles, place more toys in a wagon, remove items during cleanup, notice less water after pouring, or compare laundry baskets. Use real experiences, consistent language, and the child's reliable communication method. No drills are required.

• Ensure quantities and changes are tactilely, visually, auditorily, or kinesthetically accessible.
• Narrate hidden visual information.
• Select appropriate learning media and symbols.
• Teach the conceptual relationship rather than rote vocabulary.
• Coordinate generalization across environments.

• Model AAC and core vocabulary during meaningful quantity changes.
• Honor all intentional communication attempts.
• Expand requests into broader concept language.
• Support partner strategies, wait time, and accessible choices.

• Support bilateral exploration and tactile scanning.
• Position containers and materials for efficient access.
• Address sensory preferences that may affect comparison.
• Separate motor demands from conceptual expectations.

• Embed the concepts in academic and classroom routines.
• Use consistent language across staff and activities.
• Provide accessible comparisons rather than visual-only demonstrations.
• Create natural opportunities for choice and application.

• Provide wait time after modeling.
• Use the agreed prompt hierarchy.
• Resist the urge to quiz repeatedly.
• Record observable responses and supports.
• Embed practice naturally throughout the day.

• Use the concepts during ordinary home and community routines.
• Honor requests and protests.
• Describe real changes in quantity, duration, or intensity.
• Share examples of spontaneous understanding with the school team.

After the learner has meaningful experience with more, explicitly contrast it with less. Then connect the pair to full, empty, comparing, one-to-one correspondence, part and whole, measurement, and later mathematical representations.