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3ODQHW 0DWKV 7HDFKHU 5HVRXUFHV Ô QG &ODVV /RRNLQJ EDFN :KDW WKH VW FODVV SURJUDPPH FRYHUHG 1. Compare equivalent and non-equivalent sets 0–20. 2. Name the inequality. 3. I have 5 more than you; 7 is less than 10. 4. 6 is less than 9 by how many? 5. Order sets of objects by number. 3DJHV LQ WKH WH[WERRN DQG /LVWHQ WR \RXU WHDFKHU )LOO LQ WKH FRUUHFW VLJQ HJ ! :ULWH WKH FRUUHFW VLJQ ! RU LQ HDFK ER[ :ULWH ! RU LQ HDFK ER[ :ULWH WKH FRUUHFW VLJQ ! RU ¤ ¤ ¤ ,Q \RXU FRS\ GUDZ VLJQV WKDW \RX PLJKW VHH RXWVLGH ZLWK QXPEHUV RQ WKHP 'R \RX NQRZ ZKDW WKH\ PHDQ" &RPSDUH DQG 2UGHU :ULWH HDFK DQLPDOªV SODFH LQ WKH OLQH WLJHU ]HEUD PRQNH\ VQDNH FURFRGLOH OLRQ EHDU HOHSKDQW OHRSDUG &RORXU WKH VWDUV &RORXU WKH IORZHUV IRXUWK HLJKWK ILUVW WKLUG ILIWK VL[WK VHFRQG QLQWK WHQWK VHYHQWK :ULWH WKH QXPEHUV LQ RUGHU VWDUWLQJ ZLWK WKH OHDVW BBB BBB BBB BBB BBB BBB BBB BBB BBB BBB BBB BBB BBB BBB &RPSDUH DQG 2UGHU VW EOXH WK UHG WK SLQN QG JUHHQ UG RUDQJH WK \HOORZ BBBB BBBB BBBB BBBB BBBB BBBB BBBB BBBB BBBB VW Page 37 Page 39 /LVWHQ WR \RXU WHDFKHU &LUFOH WKH JUHDWHU QXPEHU LQ HDFK EDOORRQ WKH OHDVW QXPEHU LQ HDFK EDOORRQ 3XW DQ HTXDOV VLJQEHWZHHQ HTXDO QXPEHUV :ULWH WKH PLVVLQJ V\PEROV ! RU ¤ ¤ ¤ ¤ ¤ ¤ :ULWH HDFK QXPEHU LQ WKH FRUUHFW ER[ ,Q \RXU FRS\ $Q DSSOH FRVWV EHWZHHQ F DQG F :ULWH GRZQ DPRXQWV LW FRXOG FRVW $ JLDQW FRRNLH FRVWV EHWZHHQ F DQG :ULWH GRZQ KRZ PXFK WZR FRRNLHV FRXOG FRVW $ SDFN RI VZHHWV FRVWV EHWZHHQ DQG :ULWH GRZQ DPRXQWV LW FRXOG FRVW &RPSDUH DQG 2UGHU ! Page 38 0DWKV VNLOOV XVHG LQ WKLV WRSLF 1. Applying and problem-solving: Apply concepts and processes in a variety of contexts. 2. Communicating and expressing: Discuss and record the results of mathematical activities using diagrams, pictures and symbols. 3. Integrating and connecting: Recognise the relationship between numeric and symbolic modes of representing amounts. 4. Understanding and recalling: Understand and recall terminology and facts. &RQFUHWH PDWHULDOV Beads, the poster of a supermarket scene, counters, pictures of road signs, supermarket signs, motorway signs, pictures of people in queues, e.g. in a supermarket, playing cards, any materials that can be ordered numerically 9RFDEXODU\ Sign, between, more than, less than, by how many, correct, missing, symbol, compare General lesson suggestions 1. Play your cards right The teacher places 8 A4-size playing cards face down on the table in 2 rows of 4. Child A plays against the teacher. The teacher begins by turning over the card on the bottom left. Child A must 6WUDQG Number 6WUDQG XQLW Comparing and Ordering &XUULFXOXP 2EMHFWLYHV Compare equivalent and non-equivalent sets. Use the symbols =, <, >. Use the language of ordinal number, e.g. using the calendar.

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Page 38

0DWKV�VNLOOV�XVHG�LQ�WKLV�WRSLF 1. Applying and problem-solving: Apply concepts and processes in a variety of contexts. 2. Communicating and expressing: Discuss and record the results of mathematical activities

using diagrams, pictures and symbols. 3. Integrating and connecting: Recognise the relationship between numeric and symbolic modes

of representing amounts. 4. Understanding and recalling: Understand and recall terminology and facts.

&RQFUHWH�PDWHULDOVBeads, the poster of a supermarket scene, counters, pictures of road signs, supermarket signs, motorway signs, pictures of people in queues, e.g. in a supermarket, playing cards, any materials that can be ordered numerically

9RFDEXODU\Sign, between, more than, less than, by how many, correct, missing, symbol, compare

General lesson suggestions1. Play your cards rightThe teacher places 8 A4-size playing cards face down on the table in 2 rows of 4. Child A plays against the teacher. The teacher begins by turning over the card on the bottom left. Child A must

Compare and Order

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guess if the next card (to the right) is greater than, less than or equal to the first card. If Child A gets it right, s/he plays on. When s/he gets it wrong, another child has a turn.

2. Find 21The teacher divides the class into groups of 4 and gives a deck of cards to each group. A child from each group is chosen as leader. The leader gives 2 cards to each player in the group and then reveals the cards and states what cards they are. The player to the left of the leader reveals their cards and states whether their number is greater than, less than or equal to the leader’s. This process continues around the circle with the remaining 2 players. The winner is the child with the number closest to 21. The winner becomes the leader and deals the cards again.

3. Stand in your sectionThe teacher gives each child a laminated number from 0–199, which are in pairs (consecutivenumbers, e.g. 78 and 79). The children walk around the classroom and when the teacher blows awhistle, the children must quickly stand in the appropriate corner of the classroom for their number,which have been labelled ‘less than 50’, ‘between 51 and 100’, ‘between 101 and 150’ and ‘morethan 150’.

4. How many are there?The teacher has flash cards with pictures of numerous items on them. Have the classroom labelled similarly to the last game except just in three sections >5, <5 or =5. The teacher shows the picture briefly. The children then sit in the area in which they think the picture falls.

5. Greater than, less than gamePut the children in pairs. Give each pair a pipe cleaner and have them bend it into the greater than, less than sign. Give each pair a handful of beads. Ask them to separate the beads into 2 groups roughly. They must then count the groups to see which is the larger group. They must face the ‘mouth’ of the sign towards the larger group. Then mix them up and go again!

6. Beanbag gameSeat the children in a circle. Child A is in the middle and holding a bean bag. Child A starts by saying a number and following it with ‘is greater than’, ‘less than’ or ‘equal to’. Child A then throws the bean bag to someone in the circle. The child who receives the bean bag gives a number as an answer and follows it with ‘is greater than’, ‘less than’ or ‘equal to’ and throws it back to Child A.

Activity AIn this activity the children will cover the answers with counters. 1. Ask the children to cover the first sign, the third sign and the fifth sign with counters. 2. What do the signs mean? 3. Why do we need signs? What other signs can you think of

that we see on our way to school?

Lesson suggestions Page 37 1. Quick-fire questioning: The teacher calls out a number and asks for a number that is greater

than, less than or equal to it. (The children raise their hands with an answer.) 2. Similar to ‘charades’ the teacher acts out the title of a film or book, etc. and the children must

guess what it is.

58 3ODQHW�0DWKV�7HDFKHU�5HVRXUFHV���QG�&ODVV

Page 38 1. Call out any number that is less than 20. The class must call out all of the numbers less than the

number called and then greater than that number (up to 20).

2. (a) Look at the first set of numbers, what are they? (21 and 43). The teacher tells the children

to cover the greater number with a counter. And so on the second set of numbers, cover the

greater/lesser number.

(b) Find the numbers that are equal, put the same colour counter on all of them.

(c) Cover the balloon with the highest unit, highest ten.

(d) Draw three boxes on the board, label them ‘<5’, ‘=5’ and ‘>5’. Ask the children to come

up and write each of the numbers in the correct box.

Page 39 1. (a) Recall the language of ordinal number first, second, twentieth, thirtieth, etc.

(b) Ask the children to cover the first animal, the animal that is the king of the jungle, the last

animal, the animal who never changes his spots, etc.

(c) Who is next to last? Next to second?

2. Mind-map on the board all things that can be ordered, such as numbers, letters, names,

months, days of the week, seasons.

DifferentiationLower attainers: Separate activity page

Higher attainers:Separate activity page

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7 10

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1 4

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3 3

7 1

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11 12

6 6

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10 – 0 5

9 – 2 11

6 – 3 3

A. Fill in the correct symbol >, < or =.

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30 + 2 40 – 4

27 + 0 30 – 3

19 + 4 23 + 1

44 + 5 17 – 2

18 + 3 29 – 10

54 + 10 67 – 3

15 + 15 40 + 40

<

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first last second ninth third seventh fifth eighth

A. Make a wordsearch with the following words. Ask your partner to find

them.

B. Write >, < or =. C. Fill in your own sums.

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LinkageNumber: Counting and numeration, counting the numbers that are < or >

IntegrationPE: Bean bag game (throwing and catching)

0DWKV�DW�KRPH�SDUHQWDO�LQYROYHPHQWParents can encourage the children to look at portion sizes at the dinner table. Who eats the most?