Mathematics · Year 1 · Number Sense and Place Value · Autumn Term

Comparing Numbers: More, Less, Equal (to 20)

Extending comparison skills to numbers up to 20, using comparison symbols.

• National Curriculum Attainment Targets
• KS1: Mathematics - Number and Place Value

About This Topic

Comparing numbers up to 20 builds essential number sense for Year 1 pupils. They use symbols like greater than (>), less than (<), and equals (=) to compare pairs such as 14 and 17, deciding which is larger or if they match. This extends prior skills from numbers to 10, focusing on teens where place value starts to matter: pupils see that 15 has one ten and five ones, helping them predict outcomes like 12 being less than 18.

In the Number and Place Value unit, this topic strengthens reasoning and prediction. Pupils construct sentences like 16 > 13 or 11 = 11, linking to Autumn Term goals. It prepares for addition and subtraction by highlighting magnitude differences, fostering flexible thinking about number relationships.

Active learning shines here because comparisons feel abstract without hands-on tools. When pupils line up counters or play matching games, they physically manipulate quantities, making symbols meaningful and errors visible for quick correction. Group discussions during these activities build confidence as peers explain choices, turning comparisons into collaborative problem-solving.

Key Questions

1. Compare two numbers between 10 and 20 using 'greater than' or 'less than'.
2. Predict which number is larger when given two numbers.
3. Construct a number sentence using the equals sign to show two quantities are the same.

Learning Objectives

• Compare two numbers between 10 and 20, identifying which is greater than or less than the other.
• Construct a number sentence using the equals sign to demonstrate when two quantities up to 20 are the same.
• Predict the larger number when presented with two different numbers between 10 and 20.
• Explain the reasoning for choosing a specific comparison symbol (<, >, =) when comparing numbers up to 20.

Before You Start

Comparing Numbers (up to 10)

Why: Students need foundational skills in comparing numbers and understanding 'more than' and 'less than' before extending to larger numbers.

Counting and Cardinality (up to 20)

Why: A solid understanding of counting to 20 and knowing the quantity each number represents is essential for comparison.

Key Vocabulary

Greater than	Used to compare two numbers when the first number is larger than the second. Represented by the symbol >.
Less than	Used to compare two numbers when the first number is smaller than the second. Represented by the symbol <.
Equal to	Used to compare two numbers when they have the exact same value. Represented by the symbol =.
Tens	In numbers up to 20, this refers to the '1' in the teens, representing one group of ten.
Ones	In numbers up to 20, this refers to the second digit, representing individual units.

Watch Out for These Misconceptions

Common Misconception

19 is greater than 20 because 9 is bigger than 0.

What to Teach Instead

Pupils overlook place value in teens. Hands-on tens frames show 19 as one ten and nine ones, less than two tens. Pair discussions during building activities reveal this error as groups compare totals visually.

Common Misconception

Equals (=) only works for identical numbers, not different representations.

What to Teach Instead

Children think 10 + 5 cannot equal 15. Using counters or dice rolls in games demonstrates part-whole matches. Small group sharing of strategies corrects this by showing multiple paths to the same quantity.

Common Misconception

Mixing up greater than (>) and less than (<) symbols.

What to Teach Instead

Symbols look similar to beginners. Crocodile games where mouths face the larger number make direction intuitive. Peer teaching in pairs reinforces correct usage through repeated practice and feedback.

Active Learning Ideas

Pairs: Crocodile Snap Game

Pair pupils with crocodile mouth cards showing < or >. Call out number pairs like 12 and 15; pupils hold up the correct symbol facing their partner and explain why. Switch roles after each round. End with equals matches using balance scales and counters.

20 min·Pairs

Small Groups: Number Line Races

Provide group number lines 0-20 marked with tape on the floor. Give cards with pairs like 14 and 9; pupils place two objects on the line, compare positions, and record with symbols. Groups race to complete five pairs accurately.

30 min·Small Groups

Whole Class: Human Number Line

Line up the class holding number cards 10-20. Call instructions like 'face left if your number is less than 16'; pupils move and discuss with neighbours. Record class comparisons on the board using symbols.

25 min·Whole Class

Individual: Counter Balance Challenges

Give each pupil two bowls, counters, and symbol cards. Draw number pairs on cards; pupils build both sides and snap the correct symbol. Check work by tipping bowls to see if they balance for equals.

15 min·Individual

Real-World Connections

• Supermarket cashiers compare prices of items to ensure the correct total is calculated. For example, they might compare the cost of two different brands of cereal, like £1.50 and £1.75, to determine which is more expensive.
• When planning a party, you might compare the number of guests invited to the number of party favors you have. If you have 18 guests and 18 favors, you know you have an equal amount for everyone.

Assessment Ideas

Quick Check

Present students with pairs of numbers on cards, such as 13 and 17, or 11 and 11. Ask them to hold up the correct comparison symbol (<, >, or =) to show the relationship between the two numbers.

Exit Ticket

Give each student a slip of paper with two numbers, like 15 and 12. Ask them to write a number sentence using the correct comparison symbol (e.g., 15 > 12) and draw a quick picture to represent why one number is greater.

Discussion Prompt

Pose a scenario: 'Imagine you have 14 stickers and your friend has 19 stickers. Who has more stickers? How do you know? Use the words 'greater than' or 'less than' in your answer.'

Frequently Asked Questions

How do I teach greater than, less than, and equals symbols in Year 1?

Start with concrete tools like counters and balance scales to show quantity differences. Introduce symbols via mnemonics: crocodile mouths eat the bigger number for > and <. Practice with number lines and games reinforces usage. Link to place value by decomposing teens into tens and ones, ensuring pupils predict comparisons accurately before writing symbols.

What are common mistakes when comparing numbers to 20?

Pupils often ignore place value, thinking 19 > 20 due to the units digit. They confuse symbols or limit equals to identical numerals. Address with visual aids like base-10 blocks and peer explanations in group tasks, which highlight magnitude over digit size and clarify symbol directions.

How can active learning help with comparing numbers up to 20?

Active approaches like human number lines and counter games make abstract symbols concrete. Pupils physically arrange and manipulate objects, seeing relationships directly, which builds intuition faster than worksheets. Collaborative rotations encourage verbal justification, correcting errors on the spot and boosting retention through movement and discussion.

How to differentiate comparing numbers for Year 1?

Support lower attainers with physical manipulatives and one-to-one pairing; extend higher ones by including word problems or numbers beyond 20. Use tiered cards: basic pairs for all, prediction challenges for some. Whole-class activities allow fluid grouping, ensuring everyone progresses at their pace.