Comparing and ordering quantities for Primary 1

Class: Primary 1
Term: First Term
Week: 8
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Focal competence: Solving quantitative aptitude tasks involving ordering objects using symbols ()
Key competencies/values: Communication; ICT and Digital Competencies
Skills:

• Solving quantitative aptitude tasks on ordering of objects using symbols ()

Previous Lesson: Number patterns and counting from 21-50
Topic: Whole Numbers: Quantitative Aptitude On Ordering
Subject Matter: Comparing and ordering quantities using

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Compare numbers or quantities using the symbols less than ().
• Order a given set of numbers from least to greatest.
• Order a given set of numbers from greatest to least.
• Identify the number that comes before, after, or between given numbers.

Psychomotor Domain

• Demonstrate the use of symbols correctly when comparing quantities.
• Arrange number cards in ascending and descending order.

Social Domain

• Work cooperatively in groups to solve ordering puzzles.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary Mathematics Textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Videos on technics of solving quantitative aptitude tasks on ordering objects using symbols ()
• Counters (e.g., bottle tops, stones, sticks)
• Number cards (0-20)
• A large number line (0-20)
• Whiteboard/Chalkboard
• Markers/Chalk

Rationale for the Lesson

This lesson helps pupils develop a fundamental understanding of number relationships, which is essential for more complex mathematical concepts. Learning to compare and order quantities builds a strong foundation for counting, arithmetic, and problem-solving skills. It also enhances their ability to think logically about numbers in everyday situations.

Prerequisite/Previous Knowledge

Pupils should be able to count numbers from 1 to 20, recognise number symbols, and understand the concept of more and less.

Lesson Content/Board Summary

Whole Numbers: Quantitative Aptitude On Ordering

Comparing Quantities Using

When we compare quantities, we look at which one is bigger or smaller. We use special symbols:

1. < means “less than”. It points to the smaller number.
2. > means “greater than”. It points to the bigger number.

Examples:

1. 5 < 8 (Five is less than eight)
2. 10 > 3 (Ten is greater than three)
3. 7 < 12 (Seven is less than twelve)
4. 15 > 9 (Fifteen is greater than nine)

Ordering Quantities

Ordering quantities means arranging them in a certain way.

Ordering from Least to Greatest (Ascending Order)

This means arranging numbers from the smallest to the biggest.

Example: Order these numbers from least to greatest: 4, 1, 7, 2

Answer: 1, 2, 4, 7

Ordering from Greatest to Least (Descending Order)

This means arranging numbers from the biggest to the smallest.

Example: Order these numbers from greatest to least: 9, 5, 11, 6

Answer: 11, 9, 6, 5

Numbers Before, After, and Between

We can find numbers that come before, after, or between other numbers.

1. Before: The number that comes just before another number. (e.g., 4 comes before 5)
2. After: The number that comes just after another number. (e.g., 7 comes after 6)
3. Between: The number that is in the middle of two other numbers. (e.g., 9 is between 8 and 10)

Examples:

1. What number comes before 10? 9
2. What number comes after 14? 15
3. What number is between 6 and 8? 7
4. Complete the pattern: 2, 3, ___, 5, 6. The missing number is 4.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Group Work, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them to count numbers from 1 to 10. The teacher then asks questions like, “Which is more, 3 or 7?” or “Which is less, 5 or 2?”.

Pupils’ Activity: Pupils respond by counting and answering the questions orally.

Learning Point: Prior number knowledge

Step 2: Explanation of Comparing Quantities

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the symbols (greater than) using the “crocodile mouth” analogy (the mouth always eats the bigger number). The teacher demonstrates with counters, e.g., “5 counters and 3 counters. 5 is greater than 3, so we write 5 > 3.” The teacher also guides pupils to watch a short video on comparing quantities.

Pupils’ Activity: Pupils observe the demonstration, watch the video, and repeat the meaning of the symbols.

Learning Point: Understanding

Step 3: Guided Practice on Comparing

Time: 7 minutes

Teaching Skill: Guided Practice/Questioning

Teacher’s Activity: The teacher writes pairs of numbers on the board (e.g., 6 and 9, 12 and 8) and asks pupils to use the correct symbol () to compare them. The teacher uses number cards for individual practice.

Pupils’ Activity: Pupils use their fingers or call out the correct symbol to compare the numbers. Some pupils come to the board to place the correct symbol.

Learning Point: Comparing numbers

Step 4: Explanation of Ordering from Least to Greatest

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains “least to greatest” (ascending order) using the number line, showing how numbers increase as we move from left to right. The teacher demonstrates by arranging a small set of number cards (e.g., 3, 8, 1, 5) from smallest to biggest.

Pupils’ Activity: Pupils observe the number line and the arrangement of number cards.

Learning Point: Number sequence (ascending)

Step 5: Explanation of Ordering from Greatest to Least

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains “greatest to least” (descending order) using the number line, showing how numbers decrease as we move from right to left. The teacher demonstrates by arranging another set of number cards (e.g., 10, 4, 12, 7) from biggest to smallest.

Pupils’ Activity: Pupils observe the number line and the arrangement of number cards.

Learning Point: Number sequence (descending)

Step 6: Group Activity on Ordering Puzzles

Time: 5 minutes

Teaching Skill: Group Work/Facilitation

Teacher’s Activity: The teacher divides pupils into small groups and gives each group a set of number cards (e.g., 2, 9, 5, 11) and asks them to arrange them from least to greatest and then from greatest to least. The teacher also provides simple number pattern puzzles (e.g., 1, 2, ___, 4) for groups to complete.

Pupils’ Activity: Pupils work in their groups to arrange the number cards and solve the ordering puzzles, explaining the pattern used.

Learning Point: Number patterns and ordering

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Put the correct symbol () between 7 and 4.
2. Arrange these numbers from least to greatest: 6, 1, 9.
3. Arrange these numbers from greatest to least: 15, 10, 18.
4. What number comes after 11?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Comparing and ordering

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on comparing and ordering quantities into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly recaps the main points of comparing and ordering numbers using the symbols . The teacher encourages pupils to practice at home.

Pupils’ Activity: Pupils listen and ask any final questions.

Learning Point: Recap of ordering

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following exercises in your notebook.

1. Put the correct symbol () in the box:
   1. 10 ___ 6
   2. 3 ___ 13
   3. 17 ___ 7
   4. 9 ___ 19
2. Arrange these numbers from least to greatest: 12, 5, 18, 2.
3. Arrange these numbers from greatest to least: 14, 8, 20, 1.
4. What number comes between 15 and 17?

Lesson Keywords

• Compare – To look at two or more things to see how they are similar or different.
• Order – To arrange things in a particular sequence.
• Less than (<) – A symbol used to show that one number is smaller than another.
• Greater than (>) – A symbol used to show that one number is larger than another.
• Least – The smallest amount or number.
• Greatest – The largest amount or number.

Differentiation

For pupils who find the concept challenging, provide more one-on-one guidance with physical counters and a simplified number line. Use only numbers up to 10 initially. For faster learners, provide larger numbers (up to 30) or more complex ordering tasks involving three or four sets of numbers, and encourage them to create their own ordering puzzles for classmates.

Suggested Lesson Videos

Search on YouTube for: “Primary 1 comparing and ordering numbers for kids”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials, especially the video, counters, and number cards, are ready. Begin by activating prior knowledge of counting and number recognition. When introducing the comparison symbols, use the “crocodile mouth” analogy consistently to help pupils remember which way the symbol faces. Encourage active participation through questioning and hands-on activities. During group work, circulate to provide support and assess understanding. Guide pupils to copy the Board Summary notes clearly after the main teaching. Conclude by reinforcing the importance of comparing and ordering in daily life.