Greater Than and Less Than with Numbers 1-30 for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting numbers 1-30
Topic: Greater Than and Less Than with Numbers 1-30
Subject Matter: Greater Than and Less Than – Numbers between 1 and 30. Weekly focus: Greater Than and Less Than with Numbers 1-30.

Specific Objectives

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

Cognitive Domain

• Identify which number is greater or less between two given numbers (1-30).
• State the meaning of “greater than” and “less than”.
• Recognise the symbols for “greater than” (>) and “less than” (<).

Affective Domain

• Participate actively in class discussions about comparing numbers.
• Show enthusiasm for learning about number relationships.

Psychomotor Domain

• Demonstrate the “greater than” and “less than” symbols using arm gestures.
• Draw the “greater than” and “less than” symbols.
• Use counting objects to compare quantities accurately.

Social Domain

• Take turns when comparing numbers or using shared objects.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources
• A suitable early-years numeracy workbook/textbook

Instructional Materials

• Charts/posters showing numbers and comparison examples
• Counting objects: beads, stones, bottle tops, sticks, blocks, pencils
• Number cards (1-30)
• Whiteboard/chalkboard and markers/chalk
• Pupils’ notebooks or drawing paper and crayons
• MP4 player or projector for video (optional)

Rationale for the Lesson

This lesson helps pupils understand the relative value of numbers, which is a fundamental concept in mathematics. By comparing quantities and numbers up to 30, they develop a stronger number sense and can apply these ideas to everyday situations, such as comparing the number of toys or snacks they have.

Prerequisite/Previous Knowledge

Pupils can count numbers from 1 to 30. They can recognise and name numerals from 1 to 30.

Lesson Content/Board Summary

Greater Than and Less Than with Numbers 1-30

What is “Greater Than”?

When one number or group of objects has MORE than another, it is “greater than”. It means it is a bigger amount.

• Example: 7 apples are more than 4 apples. So, 7 is greater than 4.

What is “Less Than”?

When one number or group of objects has FEWER than another, it is “less than”. It means it is a smaller amount.

• Example: 4 apples are fewer than 7 apples. So, 4 is less than 7.

Comparing Quantities with Objects

To find out which is greater or less, we can count the objects in each group and then compare them.

• Teacher shows 7 bottle tops and 4 bottle tops.
• Pupils count: “One, two, three, four, five, six, seven!” (for the first group)
• Pupils count: “One, two, three, four!” (for the second group)
• Teacher asks: “Which group has more?” (The group with 7)
• Teacher states: “So, 7 is greater than 4. And 4 is less than 7.”

Symbols for Greater Than (>) and Less Than (<)

We use special signs called symbols to show “greater than” and “less than”.

• The “greater than” symbol is >. It looks like an open mouth pointing to the bigger number.
• The “less than” symbol is <. It looks like an open mouth pointing away from the smaller number, towards the bigger number.

Arm Gestures for Symbols

• To show “greater than” (>): Fold your right arm at the elbow, pointing your fingers to the left.
• To show “less than” (<): Fold your left arm at the elbow, pointing your fingers to the right.

Examples with Symbols (Numbers 1-30)

• 20 > 10 (Twenty is greater than ten)
• 7 < 11 (Seven is less than eleven)
• 15 > 8 (Fifteen is greater than eight)
• 12 < 25 (Twelve is less than twenty-five)
• 30 > 13 (Thirty is greater than thirteen)

Comparison Rhyme

Tune: Twinkle, Twinkle Little Star

Greater, less, let’s compare,
Numbers here and numbers there.
Count them up, one by one,
See which group has more fun!
Greater means a bigger pile,
Less means smaller, with a smile.

Actions: Pupils count on fingers, point to groups of objects, make arm gestures for greater/less.

How to use the rhyme: Sing the rhyme together while demonstrating with objects and arm gestures to reinforce the concepts of “greater” and “less”.

Watch and Practise

Let’s watch a short video to help us understand “greater than” and “less than” even better, and practise with the symbols!

https://www.youtube.com/watch?v=M6EfnyXbJ7Q

Key Words

• Greater than – means more or a bigger amount.
• Less than – means fewer or a smaller amount.
• More – a larger quantity.
• Fewer – a smaller quantity.
• Symbol – a sign used to represent something.

What the Teacher Should Show or Draw

• Two groups of objects (e.g., 7 beads and 4 beads).
• The “greater than” (>) and “less than” (<) symbols clearly on the board.
• Pairs of numbers (e.g., 20 and 10, 7 and 11) with a blank space in between for the symbol.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Question and Answer, Manipulation of Objects, Repetition, Practical Activity, Picture Talk.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and leads them in a quick counting exercise from 1 to 30. The teacher then holds up two different numbers of pencils (e.g., 5 and 3) and asks, “Which hand has more pencils?”

Pupils’ Activity: Pupils respond to greetings, count along with the teacher, and point to the hand with more pencils.

Learning Point: Pupils recall counting skills and begin thinking about comparing quantities.

Step 2: Presentation – Concept of Greater/Less

Time: 5 minutes

Teaching Skill: Explanation/Concrete Modelling

Teacher’s Activity: The teacher uses two sets of common objects (e.g., 6 bottle tops and 2 bottle tops). The teacher counts each set aloud and then explains, “This group has more, so 6 is greater than 2. This group has fewer, so 2 is less than 6.” The teacher repeats with another example.

Pupils’ Activity: Pupils observe, listen, and repeat “greater than” and “less than” after the teacher. They count the objects along with the teacher.

Learning Point: Pupils understand the basic meaning of “greater than” and “less than” using concrete objects.

Step 3: Demonstration – Comparing with Objects

Time: 5 minutes

Teaching Skill: Demonstration/Guided Counting

Teacher’s Activity: The teacher displays various pairs of number cards (e.g., 7 and 4, 12 and 18). For each pair, the teacher counts out the corresponding number of physical objects (beads, sticks) into two separate piles. The teacher then clearly points to the pile with more objects and says, “This is greater,” and to the pile with fewer, saying, “This is less.”

Pupils’ Activity: Pupils watch the teacher’s demonstration, count the objects, and identify which pile has more or fewer objects when asked.

Learning Point: Pupils learn to compare quantities by counting and observing differences.

Step 4: Guided Practice – Pupils Compare Objects

Time: 5 minutes

Teaching Skill: Practical Application/Feedback

Teacher’s Activity: The teacher distributes small groups of counting objects to pupils or calls pupils forward to use the class objects. The teacher gives two numbers (e.g., 10 and 5) and asks pupils to count out the objects and tell which number is greater and which is less. The teacher provides support and feedback.

Pupils’ Activity: Pupils count out their objects, compare the quantities, and orally state which number is “greater than” or “less than” the other.

Learning Point: Pupils actively practise comparing quantities and verbalising their findings.

Step 5: Introduction of Symbols and Rhyme

Time: 5 minutes

Teaching Skill: Symbol Introduction/Rhyme Integration

Teacher’s Activity: The teacher introduces the symbols ‘>’ (greater than) and ‘<' (less than) on the board. The teacher demonstrates the arm gestures for each symbol and leads the pupils in practising them. The teacher then leads the class in singing the "Comparison Rhyme" and shows the video on greater/less than.

Pupils’ Activity: Pupils observe the symbols, practise the arm gestures, sing the rhyme with actions, and watch the video.

Learning Point: Pupils recognise the symbols and connect them to the concepts of greater/less, reinforced by song and visual aid.

Step 6: Application – Using Symbols with Numbers

Time: 4 minutes

Teaching Skill: Guided Drawing/Symbol Placement

Teacher’s Activity: The teacher writes pairs of numbers (1-30) on the board with a blank space in between (e.g., 15 __ 9, 6 __ 21). The teacher guides pupils to identify which number is greater and then to draw the correct symbol in the blank space. Pupils also practise drawing the symbols in their notebooks.

Pupils’ Activity: Pupils identify the greater/lesser number, choose the correct symbol, and draw it in the blank space on the board or in their notebooks. They practise drawing the symbols independently.

Learning Point: Pupils apply their knowledge to use the correct symbols between numbers.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Show me the symbol for “greater than” with your arms.
2. Show me the symbol for “less than” with your arms.
3. Which number is greater: 17 or 7?
4. Which number is less: 25 or 15?
5. Draw the correct symbol between 10 and 20 (10 __ 20).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Reinforcement

Teacher’s Activity: The teacher quickly summarises that they learned about “greater than” and “less than” and their symbols. The teacher praises pupils for their participation and encourages them to look for greater and less numbers around them. The teacher can assign a simple drawing task (e.g., “Draw 5 circles and 3 squares, then write 5 > 3”).

Pupils’ Activity: Pupils listen to the summary and prepare for the next activity or class.

Learning Point: Pupils consolidate their learning and feel encouraged.

Lesson Keywords

• Greater than – means more or a bigger amount.
• Less than – means fewer or a smaller amount.
• More – a larger quantity.
• Fewer – a smaller quantity.
• Compare – to look at two or more things to see how they are similar or different.
• Symbol – a sign used to represent something.

Differentiation

• Support: For pupils who are struggling, use numbers with smaller differences (e.g., 5 and 3) and provide more one-on-one guidance with counting objects. Use larger, more easily manipulable objects. Provide hand-over-hand support for drawing the symbols.
• Extension: For pupils who grasp the concept quickly, challenge them with numbers closer in value (e.g., 28 and 29) or ask them to create their own comparison statements with numbers and symbols. They can also identify three numbers and order them from least to greatest.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially counting objects and number cards, are prepared and easily accessible. Begin with concrete examples using physical objects to help pupils visualise the quantities before introducing abstract numerals and symbols. Emphasise the arm gestures for “greater than” and “less than” as a kinesthetic way for pupils to remember the symbols. Repeat the rhyme and gestures frequently throughout the lesson. Encourage all pupils to participate actively, providing extra support to those who need it by simplifying tasks or offering more repetition. Observe carefully if pupils can accurately count, compare quantities, and correctly place the symbols. Their ability to demonstrate with objects and gestures is a key indicator of understanding at this level.