Comparing Numbers Creatively

Overview

This 55-minute lesson engages a small group of 4 pupils aged 6–7 (Year 2) in applying comparison skills to simple problem-solving and extending their understanding to two-digit numbers using place value. Activities align rigorously with the National Curriculum for England’s Mathematics Key Stage 1 standards and provide differentiated approaches suitable for SEND pupils.

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National Curriculum References

• Number - Number and place value:
  • Pupils should be able to:
    • Compare and order numbers from 0 up to 100; use <, >, and = signs.
    • Recognise the place value of each digit in a two-digit number (tens, ones).
  • Program of Study (Year 2): "Compare and order numbers from 0 up to 100; use <, > and = signs."
• Mathematical language and reasoning:
  • Use comparative language such as “more than”, “less than”, “equal to” and problem-solve using these.
• SEND adaptations: Use multi-sensory, scaffolded, and personalised learning activities supporting language development and cognitive accessibility.

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Learning Objectives

By the end of the lesson, pupils will:

1. Use comparative language and symbols (<, >, =) correctly in simple word problems.
2. Apply their understanding of tens and ones to compare two-digit numbers with confidence.
3. Develop reasoning skills by explaining their comparisons verbally or through sentence stems.

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Resources

• Whiteboard / Interactive whiteboard
• Visual comparison cards (number and pictorial)
• Counters or cubes for hands-on tens and ones representation
• Individual mini-whiteboards and pens for pupils
• Large laminated place value charts (showing tens and ones)
• Sentence stems on flashcards (e.g., “___ is greater than ___ because...”)
• Real objects for counting and comparison (e.g., apples, pencils)

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Lesson Breakdown

1. Introduction & Engagement (10 mins)

• Starter: Use real objects (e.g., 7 apples, 5 pencils). Ask pupils:
  “Who has more?” - Encourage using phrases: more than, less than, equal to.
• Write the numbers on the board: 7 and 5. Show the symbols: >, <, =.
• Model using the symbols in simple sentences: “7 > 5 because 7 is more than 5.”
• Elicit responses from pupils; praise and correct gently.

SEND tip: Use visual prompts and manipulatives to support understanding.

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2. Guided Practice – One-Digit Comparisons & Symbols (10 mins)

• Present simple comparison word problems on the board or cards:

  Examples:

  • “Tom has 3 pencils, Sam has 8. Who has more?”
  • “Which number is 2 less than 9?”

• Pupils work together with mini-whiteboards to write <, >, or = symbol answers.

• Discuss answers as a group, encouraging pupils to explain reasoning aloud.

SEND scaffold: Provide sentence stems and simplify language where necessary.

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3. Introduction to Two-Digit Numbers & Place Value (15 mins)

• Introduce place value chart with tens and ones columns using counters/cubes.
• Write two numbers on the board (e.g., 34 and 27). Ask: “Which number is greater?”
• Demonstrate by breaking numbers into tens and ones:
  • 34 = 3 tens + 4 ones
  • 27 = 2 tens + 7 ones
• Ask pupils to compare the tens first, then the ones, to identify the greater number.
• Use physical counters to represent numbers for tactile engagement.

SEND tip: Provide each pupil with their own tens and ones manipulatives.

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4. Independent Application – Problem Solving (15 mins)

• Present 4 comparison problems combining one- and two-digit numbers for pupils to solve individually or in pairs. Examples:

  1. “Emma has 45 marbles, Jack has 54. Who has more marbles?”
  2. “Which number is 2 more than 16?”
  3. “Compare 63 and 69. Which is smaller?”
  4. “Sam says 40 is greater than 30. Is he correct?”

• Pupils write answers on their mini-whiteboards using symbols and justify with sentences.

• Teacher circulates, providing personalised support as necessary.

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5. Plenary & Assessment (5 mins)

• Each pupil shares one of their answers aloud, using comparative language and symbols.
• Teacher gives constructive feedback and praises clear explanations.
• Quick verbal quiz: Present pairs of numbers orally or visually, pupils respond with >, <, or =.

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Assessment & Feedback

• Formative assessment through observation of pupils’ use of comparative language and symbols during group work and independent tasks.
• Check pupils’ explanations for verbal reasoning skills.
• Use the mini-whiteboards work to correct misconceptions immediately.
• Feedback highlights correct use of place value reasoning and symbol application to consolidate learning.

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Differentiation and SEND Considerations

• Use visuals and manipulatives throughout to support concretisation of abstract concepts.
• Provide sentence starters and language frames to scaffold comparative language.
• Break down tasks into smaller steps with immediate feedback.
• Allow additional processing time and check understanding regularly.
• For pupils with physical difficulties, provide adapted tools or peer support.

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Extension Idea (if time permits)

• Challenge pupils with comparing three-digit numbers or ordering sets of numbers with varying tens and ones, using the place value approach.

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By carefully blending multi-sensory activities, targeted questioning, and clear modelling, this lesson plan ensures SEND pupils access and confidently achieve the national curriculum goals while having fun with numbers!