Quantity Comparisons

Overview

In this lesson, students compare two quantities that are under 100 and use the correct symbols to show which is more or less. Students will practise comparing with hands-on materials, then record comparisons using < and >.

Learning intentions

• WALT compare quantities less than 100 using comparing symbols (<, >).
• WALT explain how we know one quantity is bigger or smaller than another.
• WALT use one-to-one matching to compare groups accurately.

Success criteria

• I can match objects one-to-one to see which group is larger or smaller.
• I can use the correct symbol (< or >) to compare two numbers under 100.
• I can show my thinking using words like “more than” and “less than”.
• I can count carefully when groups are close in size.

Curriculum links

• Number and place value: comparing and ordering whole numbers using a sensible strategy.
• Mathematical language: using “less than”/“more than” and the symbols < and >.
• Reasoning: explaining and justifying how a comparison was made using representations.
• Problem-solving: selecting and using appropriate tools (tally marks, counters, number lines).

Lesson structure (30 minutes)

1. 3 min – Warm-up (number sense quick check) Show two dot cards (each under 100). Students use fingers to “quick count” and say which is more/less. Ask: “How do you know?” Accept short answers.

2. 8 min – Hands-on modelling (counters and one-to-one match) Teacher displays 2 groups (e.g., 37 vs 45, or 24 vs 21). Students use place-value blocks or bundled/unbundled tens and ones to make both numbers. Prompt them to connect pairs with their hands (or draw lines in the air) to match one-to-one, then state the comparison.

3. 6 min – Symbol introduction and guided practice On the board, model writing: “If 24 has fewer counters than 21…” and correct it together. Explicitly link the picture to the symbol:

• Put the smaller number on the left for “less than” (<)
• Put the larger number on the right for “more than” (>) Students practise on mini-whiteboards: teacher calls out comparisons with numbers under 100, students write the symbol and a short word statement.

4. 8 min – Independent/paired activity (compare and record) Students complete a worksheet or card set with:

• Part A: match and circle the larger quantity (using counters/drawings)
• Part B: write the numbers and the symbol (< or >) Pair structure: one student builds/makes the sets, the other checks with one-to-one matching and confirms the symbol.

5. 3 min – Share-out and reflection Invite 2–3 students to show a comparison using their counters. Ask: “What strategy helped you?” Summarise: “One-to-one matching tells us which group is bigger.”

6. 1 min – Exit check Teacher reads two quick comparisons (under 100). Students hold up either a “<” card or a “>” card (or write on a thumb-board) for fast checking.

Resources

• Loose counters or interlocking cubes (at least two colours)
• Place-value blocks (tens and ones) OR bundleable sticks with single units
• < and > symbol cards (large and small versions)
• Mini-whiteboards, markers, and erasers (optional but helpful)
• Dot cards or number cards for pairs (numbers under 100)
• Worksheet or comparison activity cards (Part A: match/circle; Part B: write symbol)
• Teacher visual prompts: “more than / less than” sentence frames
• Number line (0–100) poster for teacher reference only
• Picture supports (e.g., groups in bowls or plates)

Assessment

• Observation during hands-on matching: can students use one-to-one correspondence correctly?
• Formative check with mini-whiteboards/exit cards: can students choose the correct symbol (< or >)?
• Listening for mathematical language: can students explain using “more than/less than” (even with partial sentences)?

Differentiation

• Support for neurodivergent learners:
• Provide pre-bundled tens/ones trays to reduce counting load.
• Use short, clear steps and a “stop–think–check” routine before writing symbols.
• Allow movement: students can match pairs standing up with objects, then sit to record.
• Support for EALD learners:
• Use sentence frames: “I matched ___ with ___.” “So ___ is more/less than ___.”
• Keep visuals consistent: the same left/right layout for < and > each time.
• Offer a word bank with “more than”, “less than”, “fewer”, “greater”.
• Support for students needing extra help:
• Start with comparisons where tens are the same or clearly different (e.g., 24 vs 21, then 40 vs 37).
• Provide half-finished examples with the symbol blank for students to complete.
• Extension for advanced learners:
• Challenge students to write comparisons using three numbers, for example: “15 < __ < 18” or “62 > __ > 60”.
• Ask them to choose the middle number that fits and explain why it works using one-to-one matching or a number line.