Greater Than and Less Than with Numbers 1-50 for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and recognising numbers 1-50.
Topic: Greater Than and Less Than with Numbers 1-50
Subject Matter: Greater Than and Less Than – Numbers between 1 and 50. Weekly focus: Greater Than and Less Than with Numbers 1-50.

Specific Objectives

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

Cognitive Domain

• Identify which of two numbers (1-50) is greater.
• Identify which of two numbers (1-50) is less.
• Recognise and name the ‘greater than’ (>) and ‘less than’ (<) symbols.

Affective Domain

• Listen attentively to the teacher’s explanations and instructions.
• Participate actively in class discussions and activities.
• Show enthusiasm for learning about number comparisons.

Psychomotor Domain

• Fold their arms correctly to represent ‘greater than’ and ‘less than’ symbols.
• Point to the greater or lesser number when comparing two numbers.
• Fill in the correct ‘greater than’ (>) or ‘less than’ (<) symbol between two numbers (1-50).

Social Domain

• Take turns when comparing numbers with peers or the teacher.
• Share their understanding of greater and less with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Relevant Early Childhood Care and Education numeracy resources.
• Age-appropriate numeracy workbook/textbook.

Instructional Materials

• Charts displaying numbers 1-50.
• Charts showing the ‘greater than’ (>) and ‘less than’ (<) symbols.
• Counting beads, bottle tops, or other small counters.
• Number cards (1-50).
• Whiteboard/chalkboard and markers/chalk.
• MP4 Player or tablet/laptop for video playback.
• Pupils’ workbooks or slates.

Rationale for the Lesson

This lesson helps pupils develop a fundamental understanding of number relationships, which is crucial for future mathematical concepts. By comparing numbers 1-50 and using symbols, children build a strong foundation for ordering, sequencing, and basic arithmetic, connecting abstract numbers to concrete quantities in their daily experiences.

Prerequisite/Previous Knowledge

Pupils can count numbers from 1 to 50 and recognise individual numerals within this range. They also have some understanding of “more” and “less” in everyday contexts.

Lesson Content/Board Summary

Greater Than and Less Than with Numbers 1-50

When we compare two numbers, one number can be bigger or smaller than the other.

Greater Than (>)

• ‘Greater than’ means bigger or more.
• We use the symbol > for ‘greater than’.
• The open mouth of the symbol always points to the bigger number, like a hungry crocodile that wants to eat the most food.
• Example: 5 is greater than 3. We write it as 5 > 3.

Less Than (<)

• ‘Less than’ means smaller or fewer.
• We use the symbol < for ‘less than’.
• The closed point of the symbol always points to the smaller number.
• Example: 3 is less than 5. We write it as 3 < 5.

How to Remember the Symbols (Crocodile Analogy)

Imagine the symbols > and < are hungry crocodile mouths. A hungry crocodile always wants to eat the bigger number!

• > The mouth opens wide to the left, ready to eat the bigger number on the left.
• < The mouth opens wide to the right, ready to eat the bigger number on the right.

Examples with Numbers 1-50

• 10 ___ 7 (10 is greater than 7, so 10 > 7)
• 15 ___ 20 (15 is less than 20, so 15 < 20)
• 32 ___ 23 (32 is greater than 23, so 32 > 23)
• 40 ___ 45 (40 is less than 45, so 40 < 45)
• 50 ___ 30 (50 is greater than 30, so 50 > 30)

Key Words

• Greater Than – bigger, more.
• Less Than – smaller, fewer.
• Symbol – a sign that stands for something.
• Compare – to look at two things to see how they are different.

What the Teacher Should Show or Draw

• Draw the ‘greater than’ (>) and ‘less than’ (<) symbols clearly on the board.
• Draw a simple crocodile mouth to illustrate how the symbol “eats” the bigger number.
• Write pairs of numbers (e.g., 12 and 18, 25 and 21) on the board for comparison.
• Use charts showing visual examples of comparing quantities (e.g., 7 apples vs. 3 apples).

Comparing Numbers Rhyme

Tune: “Twinkle, Twinkle Little Star”

Numbers, numbers, big and small,
We can compare them all!
Crocodile mouth, open wide,
Eat the bigger number, deep inside!
Greater than, less than, we learn today,
Math is fun in every way!

Actions:

• “Numbers, numbers, big and small” – hold hands up, then bring them close.
• “Crocodile mouth, open wide” – make a wide ‘V’ shape with hands, then open arms like a mouth.
• “Eat the bigger number, deep inside!” – point to an imaginary bigger number.
• “Greater than, less than, we learn today” – make > and < symbols with arms.
• “Math is fun in every way!” – clap hands joyfully.

How to use the rhyme: Sing the rhyme together after introducing the symbols. Encourage pupils to do the actions to help them remember the crocodile analogy and the symbols.

Watch and Learn: Greater Than and Less Than

Let’s watch a short video to see more examples of greater than and less than.

https://www.youtube.com/watch?v=M64gTjI3gqY

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts with a quick counting game from 1 to 20. Then, the teacher holds up two different groups of beads (e.g., 5 beads and 3 beads) and asks, “Which group has more beads? Which group has fewer beads?”

Pupils’ Activity: Pupils respond to the counting game and identify the group with more or fewer beads.

Learning Point: Pupils recall counting and understand the concept of ‘more’ and ‘fewer’.

Step 2: Presentation of Concepts (Greater Than/Less Than)

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher uses the beads/counters. “Today we will learn about ‘greater than’ and ‘less than’. ‘Greater than’ means bigger, and ‘less than’ means smaller.” The teacher shows 10 counters and 7 counters. “10 is greater than 7. 7 is less than 10.” The teacher introduces the arm folding: “Fold your right arm like this (>) for greater than. Fold your left arm like this (<) for less than."

Pupils’ Activity: Pupils listen attentively, observe the counters, and practice folding their arms to represent ‘greater than’ and ‘less than’.

Learning Point: Pupils understand the meaning of ‘greater than’ and ‘less than’ and associate them with arm movements.

Step 3: Introduction of Symbols (>, <)

Time: 5 minutes

Teaching Skill: Visual Aid/Analogy

Teacher’s Activity: The teacher draws the > and ) means ‘greater than’, and this symbol ( 8.”

Pupils’ Activity: Pupils observe the symbols and the crocodile drawing, listen to the analogy, and repeat the names of the symbols. They watch the teacher place the symbols.

Learning Point: Pupils recognise the symbols > and < and understand the 'hungry crocodile' rule for using them.

Step 4: Guided Practice with Numbers 1-20

Time: 5 minutes

Teaching Skill: Guided Practice/Questioning

Teacher’s Activity: The teacher writes pairs of numbers (1-20) on the board, leaving a blank in between (e.g., 15 ___ 10, 7 ___ 14, 18 ___ 9). The teacher guides pupils to compare the numbers using their arm movements first, then asks them to say which symbol should go in the blank. “Is 15 greater than or less than 10? So which symbol do we use?”

Pupils’ Activity: Pupils compare the numbers using their arm gestures, then orally state the correct symbol for each pair. Some pupils come to the board to fill in the symbols.

Learning Point: Pupils practice identifying greater/less and applying the correct symbol for smaller numbers.

Step 5: Rhyme and Game Reinforcement

Time: 3 minutes

Teaching Skill: Repetition/Activity

Teacher’s Activity: The teacher leads pupils in singing the “Comparing Numbers Rhyme” with actions. Then, the teacher plays a quick “Greater or Less” game: the teacher calls out two numbers (e.g., 25 and 30) and pupils quickly make the correct arm symbol (right arm for >, left arm for <) to show the relationship from the first number's perspective (e.g., for 25 and 30, they would make the < symbol because 25 is less than 30).

Pupils’ Activity: Pupils sing the rhyme with actions and actively participate in the “Greater or Less” game by making the correct arm symbols.

Learning Point: Pupils reinforce their understanding of the symbols through song and active participation.

Step 6: Application with Numbers 1-50 and Video

Time: 5 minutes

Teaching Skill: Application/Visual Learning

Teacher’s Activity: The teacher shows the video on greater than and less than. After the video, the teacher distributes workbooks or slates. The teacher writes more challenging pairs of numbers (1-50) on the board (e.g., 42 ___ 38, 29 ___ 31, 50 ___ 45). Pupils are asked to fill in the correct > or < symbol in their workbooks/slates. The teacher walks around to provide support.

Pupils’ Activity: Pupils watch the educational video. They then work independently or in pairs to fill in the correct symbols in their workbooks/slates.

Learning Point: Pupils apply their knowledge to a wider range of numbers and consolidate understanding through visual and written practice.

Step 7: Evaluation/Review

Time: 4 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: 20 or 25?”
4. “Which number is less: 36 or 30?”
5. “Come to the board and put the correct symbol between 48 ___ 40.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., folding arms, pointing, coming to the board). They answer the questions.

Learning Point: Pupils demonstrate understanding of the lesson concepts and symbols.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation/Closure

Teacher’s Activity: The teacher summarises the lesson by reminding pupils about ‘greater than’ and ‘less than’ and the hungry crocodile symbols. The teacher praises pupils for their participation and assigns a simple homework task from the workbook (e.g., compare 5 pairs of numbers 1-50). “Remember, the crocodile always eats the bigger number!”

Pupils’ Activity: Pupils listen to the summary and receive their homework assignment.

Learning Point: Pupils consolidate the main points of the lesson and are prepared for further practice.

Lesson Keywords

• Greater Than – means bigger or more.
• Less Than – means smaller or fewer.
• Compare – to look at two numbers to see which is bigger or smaller.
• Symbol – a sign used to represent something, like > or <.
• Numbers 1-50 – the range of numbers we compared today.

Differentiation

• Support: For pupils who are struggling, use fewer numbers (e.g., 1-20) and more concrete objects (beads, counters) for comparison before moving to symbols. Provide hand-over-hand guidance for arm movements and symbol drawing. Repeat the crocodile analogy frequently.
• Extension: For pupils who grasp the concept quickly, challenge them with slightly larger numbers (e.g., within 1-70, if appropriate) or ask them to create their own comparison statements with symbols. They can also explain the ‘hungry crocodile’ rule to a peer.

Note for teachers using this lesson plan

Before the lesson, ensure you have enough counting objects (beads, bottle tops) for pupils to manipulate, as hands-on experience is crucial for understanding. Prepare clear charts for the symbols and number examples. The ‘hungry crocodile’ analogy is highly effective for this age group; use it consistently and encourage pupils to make the ‘mouth’ shape with their hands. When introducing the symbols, link them directly to the arm movements pupils have already practised. Emphasise that the open part of the symbol always faces the larger number. Observe pupils’ arm movements and symbol placement to gauge understanding. For the video, ensure it is pre-loaded and ready to play to avoid disruptions. Encourage all pupils to participate actively, especially in the rhyme and game, as movement and repetition aid memory for young learners. Praise effort and correct misconceptions gently, reinforcing the core concept that the ‘crocodile’ always eats the bigger number.