Mathematics · Year 1

Active learning ideas

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

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.

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

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 20 min · Pairs

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.

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.

What to look for

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.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Four Corners
• 30 min · Small Groups

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.

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.

What to look for

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.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 25 min · Whole Class

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.

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.

What to look for

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.'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 15 min · Individual

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.

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.

What to look for

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.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

• During Crocodile Snap Game, watch for pupils who focus only on the last digit when comparing numbers like 19 and 20.

  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.

• During Number Line Races, some pupils believe that equals (=) only works for identical numbers, not different expressions.

  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.

• During Human Number Line, pupils may confuse the direction of the greater than and less than symbols.

  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.

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Methods used in this brief

• Four Corners