Comparing and Ordering
Strand: Number
Strand unit: Compare and Order
Compare equivalent and non-equivalent sets.
Order sets of objects by number.
Compare equivalent and non-equivalent sets 0–10 by matching.
Order sets of objects by number 0-10.
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Apply mathematical concepts and processes in a variety of
contexts; recognise solutions to problems.
Communicate and express ideas through group work/pair
work and on an individual basis in oral and written form.
Make connections with mathematics itself, through other
subjects and in applying mathematical tasks to everyday contexts.
Make sensible judgements while estimating; reason problems using various
techniques and strategies.
Implement what has been learned into discussions, activities and written
work; execute procedures efficiently.
Understand the reasoning behind learned concepts; recall facts
in order to support understanding and the process of problem solving.
Beads, buttons, shells, dice, unifix cubes
More than, less than, more X than Y, same amount, difference, equal, bigger,
smaller, not as many as
General lesson suggestions
In Senior Infants, it was sufficient for children to know ‘more than’, ‘less than’. Now the focus is on
‘how much more/less than’. By matching, the children can discover how many more/less there are.
The teacher places 8 A4 size playing cards facing down on the table in 2 rows of 4. One child
plays against the teacher. The teacher begins by turning over the card on the bottom left. The child
must guess if the next card (to the right) is greater than/less than/equal to the first card. If the child
gets it right they play on. When they get it wrong, another child has a turn.
Arrange the children in a circle with 1 child sitting in the middle, holding a bean bag. This child
starts by saying a number and following it with ‘is more than, less than or equal to’. They then
throw 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 more than/less than/equal to’. The child will say one of these
phrases, e.g. ‘5 is less than 4’, and throw it back to the person in the middle.
Select a child from the class. Ask them to pick a number between 1 and 20 and write it down on
a piece of paper. Explain to the class that they must try to discover the number in as few guesses
as possible. When a child from the class guesses a number, the child who is on is only permitted
to say ‘it’s more than X’ or ‘it’s less than X’. Encourage the child to use these phrases. The game
continues until the class discovers the correct number.
The teacher divides the class into groups of 4 and gives a deck of cards to each group. 1 child is the
leader, and gives 2 cards to each player. The leader reveals his/her cards and states what they have. The
player to the left reveals their cards and states whether their number is more than, less than or equal to
the leader’s and this continues around the circle. The winner is the child with the number closest to 20.
The winner becomes the leader and deals the cards again. (For simplicity all picture cards are 10 and
the ace is 1).
Lesson suggestions
Place 2 amounts of counters, cubes, etc. in front of the children.
The teacher asks the children, ‘If these were sweets/strawberries/grapes, which amount
would you prefer? Why?’
The teacher asks the children, ‘If these were thorns in your foot, which amount would you
prefer? Why?’
The teacher gives some counters, cubes, etc., to 1 child and a larger amount to another child.
Ensure all children comprehend ‘has more than,’, then ask the questions: ‘How many
more? How can we find out?’ Ask the children to estimate first, and then compare the 2
amounts by aligning.
Use stacks of unifix cubes to compare 2 numbers.
) Ask the children to make a stack of 6 and a stack of 7 cubes. Which has more (is bigger)?
How many more? Which has less? How many less?
Ask children to find examples of ‘more’ and ’less’ in the classroom, e.g. there are more boys
than girls; there are more windows than doors and there are less tables than chairs.
See separate activity sheet.
See separate activity sheet.
Some of the numbers have worn off the doors.
Can you help the postman number the doors correctly?
1.
more than 50
12
2.
3.
27
43
less than 50
15
29
45
Sort the numbers into the correct boxes.
18
28
35
16
56
19
63
51
Name: _______________________________________
7
13
49
94
© Folens Photocopiables
Date: ___________________
© Folens Photocopiables
Name: _______________________________________
42
49
72
80
Date: ___________________
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Linkage
Counting and numeration
All activities, interpersonal skills, relating to others
Living things, look at plant parts, e.g. petals from different flowers, which has more
petals/less petals?
Parents can encourage their children by helping them to identify ‘more’ and ‘less’ in everyday
activities. Parents can ask children, ‘Do we need more cups than plates?’, ‘Do we need more
apples than oranges?’, ‘Are there more shops than cafés?’, ‘Are there more taxis than buses?’,
‘Have you more jigsaws than books?’, ‘Have we more cups than mugs?’, ‘How many more?’,
‘How many less?’