![]() ![]() ![]() We also have the more traditional greater than, less than math. These include shapes, items, and numbers. Here is another example of comparing quantities.Ĭomparing Max’s teddy bears to Harriet’s teddy bears, Max has more than Harriet. We have a large number of viusual math comparisons. James has the most number of marbles because he has more than everyone else.īecause Oscar and Isabella both have the same number of marbles, we say that they have an equal number of marbles. In the example below we are asked to fill in the blanks relating to the number of marbles. In this example, John and Claire both have the least. John and Claire have an equal number of apples. John and Claire both have the same number of apples. Here is another example of comparing the number of apples.Ĭhris has the largest number of apples and has the most. Sarah has the least.Ĭharlie has the largest number of marbles, more than Tom and Sarah. Sarah has the smallest number of marbles, less than Tom and Charlie. In this example, three people have marbles. The least means that it is less than everything else. In this worksheet, students must count objects and select the group that has the same. ![]() If something is the most it means that it is more than everything else. In the following examples, we will compare more than two groups of items using the following definitions: You can ask your child to pick one of each group up in each hand as you count them. We can teach this by grouping each pair in a box as above, or by physically holding the two items in each hand as you pick them up. We can see that the number of bears is equal by pairing them up. In this new example below, my friend is given some more teddy bears.Įqual is the word we use to mean that the numbers are the same. We can see that I have 2 more than my friend. the net force equals mass times acceleration the acceleration in the same. We can see that having paired off all of the three of my friend’s bears, I still have some left. According to Newton, an object will only accelerate if there is a net or. We can teach the concept of more than by pairing off one of each object at a time. One way to help teach more than or less than is to line the items up alongside each other.Ĭounting the number of my bears, I have 5. Here is another example of teaching more than or less than. My friend has less marbles than my friend. I have a bigger number of marbles than my friend. We can see that 3 is further along the number line than 2 is. I have 3 marbles and my friend has 2 marbles.ģ is after 2 and so it is a bigger number. We will compare the amounts of marbles by counting. Since the number of marbles that my friend has is a bigger number than my number of marbles, we say that: However it may help to reinforce the comparative size of each number using a number line. We know that 4 is a bigger number than 1 because we know the sequence of numbers and know that 4 comes after 1. We will count the number of my marbles and count the number of my friend’s marbles. Once the order of numbers can be visualised in a sequence, then we can move on to practise counting objects. When teaching the comparison of quantities, it is first important for a child to have a good understanding of number order and this can be taught by using a number line. Students will also count simple graphics.This is a lesson introducing the comparison of quantities to children by using the words more than, less than and equal to. GREATER THAN LESS THAN EQUAL TO OBJECTS WORKSHEET HOW TOThese worksheets explain how to compare two numbers or two sets and determine which is greater. Remember that if the values are not equal, just point the arrow to the lesser value. The value found to the left of the number line is the least value. When we put these values on a numbers line, the value found further to the right is the greatest value. Moving to the right on the number line increases the positive value of the integer. Moving left on the number line increase the more negative a value is. These guidelines don't really apply when decimals or negative numbers are included.Ī good way to teach value comparison is first with a numbers line. If the furthest left digits are similar, we contrast the following digit with the privilege and continue doing this until the digits are unique. If two numbers have a similar number of digits, the number with the greater digit on the left-hand side is more noteworthy. The more noteworthy the quantity of digits, the more prominent is the number. On the off chance that somebody lets you pick from two unique measures of cash, you would most likely need the best sum. How do you compare two numbers? All the time we have to contrast enormous numbers with see which is the best or the least. ![]()
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