Comparing Numbers: More, Less, Equal (to 20)Activities & Teaching Strategies
Active learning helps Year 1 pupils internalize number comparisons by turning abstract symbols into tangible experiences. Moving, building, and discussing with real objects builds memory hooks that static worksheets cannot, especially for teens where place value shifts from single digits to tens and ones.
Learning Objectives
- 1Compare two numbers between 10 and 20, identifying which is greater than or less than the other.
- 2Construct a number sentence using the equals sign to demonstrate when two quantities up to 20 are the same.
- 3Predict the larger number when presented with two different numbers between 10 and 20.
- 4Explain the reasoning for choosing a specific comparison symbol (<, >, =) when comparing numbers up to 20.
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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.
Prepare & details
Compare two numbers between 10 and 20 using 'greater than' or 'less than'.
Facilitation Tip: For Crocodile Snap Game, circulate and listen to how pairs justify their choices using the crocodile’s open mouth direction.
Setup: Open space for students to form a line across the room
Materials: Statement cards, End-point labels (Agree/Disagree), Optional: recording sheet
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.
Prepare & details
Predict which number is larger when given two numbers.
Facilitation Tip: During Number Line Races, ask groups to explain their step choices aloud before moving counters to reinforce verbal reasoning.
Setup: Open space for students to form a line across the room
Materials: Statement cards, End-point labels (Agree/Disagree), Optional: recording sheet
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.
Prepare & details
Construct a number sentence using the equals sign to show two quantities are the same.
Facilitation Tip: On the Human Number Line, position yourself between numbers so pupils see the physical gap that becomes the comparison symbol.
Setup: Open space for students to form a line across the room
Materials: Statement cards, End-point labels (Agree/Disagree), Optional: recording sheet
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.
Prepare & details
Compare two numbers between 10 and 20 using 'greater than' or 'less than'.
Facilitation Tip: In Counter Balance Challenges, remind students to count tens first, then ones, before comparing totals.
Setup: Open space for students to form a line across the room
Materials: Statement cards, End-point labels (Agree/Disagree), Optional: recording sheet
Teaching This Topic
Teach with a blend of movement and concrete materials to address teens place value directly. Avoid rushing to symbols before pupils can explain comparisons using objects. Research shows that pairing verbal explanations with physical actions deepens understanding. Use peer teaching to correct misconceptions in real time, as children often learn more from classmates than from adults.
What to Expect
Successful learning looks like pupils confidently using the greater than, less than, and equals symbols with teen numbers. They explain their reasoning by pointing to tens frames, counting on number lines, or describing quantities in small groups. Errors become rare as they self-correct through repeated hands-on practice.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Crocodile Snap Game, watch for pupils who focus only on the last digit when comparing numbers like 19 and 20.
What to Teach Instead
Prompt them to build each number with tens frames first, then compare the total count before choosing the crocodile card. Ask, 'How many tens and ones are in each number?' to guide their thinking.
Common MisconceptionDuring Number Line Races, some pupils believe that equals (=) only works for identical numbers, not different expressions.
What to Teach Instead
Have groups place two different expressions with the same total on the equals side of their board. For example, show 10 + 5 and the numeral 15 side by side to highlight the match.
Common MisconceptionDuring Human Number Line, pupils may confuse the direction of the greater than and less than symbols.
What to Teach Instead
Position two pupils at 12 and 17, then have the class decide which way the crocodile’s mouth should face. Repeat with different pairs until the symbol direction becomes intuitive.
Assessment Ideas
After Crocodile Snap Game, hold up two number cards like 16 and 13. Ask pupils to raise the correct symbol card (<, >, or =) and whisper their reasoning to a partner before showing their choice.
After Number Line Races, give each student a slip with two teen numbers and ask them to write a comparison sentence using the correct symbol and draw a simple tens frame to prove their answer.
During Counter Balance Challenges, pose the scenario: 'You have 1 ten and 7 ones. Your friend has 1 ten and 4 ones. Who has more? How do you know?' Listen for place value language and correct symbol use in their responses.
Extensions & Scaffolding
- Challenge students who finish early to create their own number pairs and write comparison sentences using all three symbols.
- Scaffolding for struggling learners: provide pre-filled tens frames or numbered strips during Counter Balance Challenges to reduce counting demands.
- Deeper exploration: ask pupils to find all numbers between 10 and 20 that are greater than 14 but less than 19, then represent them on a number line together.
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. |
Suggested Methodologies
Planning templates for Mathematics
5E Model
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