What is the best way to teach 'more than and less than'?
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mummaid:
The real problem here is \"language\" and not the concept of \"more or less\". Many students who are weak in their language face this problem. Imo the only solution is \"drill\" until it becomes part of the memory just like the \"timetable\".Thanks for sharing.
DS is confused. He tends to 'add' when he sees the word 'more' and 'subtract' when he sees the word 'less', therefore
5 is 2 less than 3 => which is incorrect
5 is 1 more than 6 => which is incorrect
Will try to reinforce the numberline method and guess more practice sessions with him too (hopefully not tearing sessions for him) -
hi pixiedust,
can share how you use those snap cubes to teach K2 child ‘more or less’ concept ? Thank you. -
In P1,when I saw the qn,it made me confused too.Then I found have to find out which is big or small.Then I told to my son,u have to understand what is the qn,u cannot add for "more" and minus for "less".After did some qns he managed to do these qns.Of course they struggle first.
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Have posted this before in another thread. You may want to consider the method below.
Solving questions on ‘more than’ and ‘less than’ sums
Type 1
_______ is 5 less than 12.
Cover up 5. The question will then be read as ______ is less than 12. Therefore is the smaller number. To find the smaller number, we always need to subtract. The answer is then 12 - 5 = 7.
Similarly
__ is 2 more than 12
Cover up 2 again. The question will then be read as ______ is more than 12. Therefore ____ is the bigger number. To find the bigger number, we always need to add. The answer is then 12 + 2 = 14.
Type 2
3 is 4 less than ____
Cover up 4. The question will then be read as 3 is less than ______. Therefore 3 is the smaller number and ______ is the bigger number. To find the bigger number, we always need to add. Therefore the answer is 3+ 4 = 7
10 is 6 more than _____
Similarly cover up 6. The question will then be read as 10 is more than ______. Therefore 10 is the bigger number and ______ is the smaller number. To find the smaller number, we always need to subtract. Therefore the answer is 10 -6 = 4
Type C
2 is ___ less than 10.
In this question, we are comparing the 2 numbers, 2 and 10. 2 is less than 10 but by how much? To find the answer, we use the bigger number minus the smaller number, that is, 10 - 2 = 8.
10 is ______ more than 4.
In this question, we are comparing the 2 numbers, 10 and 4.
10 is more than 4 but by how much? To find the answer, we again use the bigger number minus the smaller number, that is, 10 - 4 = 6.
Hope you can understand my solution… -
PiggyLalala:
Good solution indeedHave posted this before in another thread. You may want to consider the method below.
Solving questions on 'more than' and 'less than' sums
Type 1
_______ is 5 less than 12.
Cover up 5. The question will then be read as ______ is less than 12. Therefore _____is the smaller number. To find the smaller number, we always need to subtract. The answer is then 12 - 5 = 7.
Similarly
_______ is 2 more than 12
Cover up 2 again. The question will then be read as ______ is more than 12. Therefore ____ is the bigger number. To find the bigger number, we always need to add. The answer is then 12 + 2 = 14.
Type 2
3 is 4 less than ____
Cover up 4. The question will then be read as 3 is less than ______. Therefore 3 is the smaller number and ______ is the bigger number. To find the bigger number, we always need to add. Therefore the answer is 3+ 4 = 7
10 is 6 more than _____
Similarly cover up 6. The question will then be read as 10 is more than ______. Therefore 10 is the bigger number and ______ is the smaller number. To find the smaller number, we always need to subtract. Therefore the answer is 10 -6 = 4
Type C
2 is ___ less than 10.
In this question, we are comparing the 2 numbers, 2 and 10. 2 is less than 10 but by how much? To find the answer, we use the bigger number minus the smaller number, that is, 10 - 2 = 8.
10 is ______ more than 4.
In this question, we are comparing the 2 numbers, 10 and 4.
10 is more than 4 but by how much? To find the answer, we again use the bigger number minus the smaller number, that is, 10 - 4 = 6.
Hope you can understand my solution...
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tks for sharing PiggyLalala . I am also confused on how to teach my gal but after gg thru ur steps, it seems not bad after all.
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I find the best way to introduce it is very simply to draw the < and > symbols as crocodile jaws. The crocodile always eats (faces) the bigger number. Simple!
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I used to teach my kids using number line…
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keepkidsreading:
I find the best way to introduce it is very simply to draw the < and > symbols as crocodile jaws. The crocodile always eats (faces) the bigger number. Simple!
Indeed using the crocodile jaws as symbols to teach the concept of greater than and less than or more than and less than is a fun and creative way. It is however not in alignment with the MOE's Mathematics Syllabus.
Children might get confused with the crocodile jaw symbols and the words and the numerical representation.
Singapore Math is grounded on the Concrete, Pictorial and Abstract (CPA) Approach based on Bruner's Learning Theories.
Children who have a wealth of experiecnes with concrete materials when a new concept is introduced are found to have a strong foundation in the said concept or topic. Then moving on to have such concrete experiences translated into pictorial form and when ready, the abstraction (that is in symbols such as numerical representations).
In this case, may I suggest that children be introduce to as many different scenarios of 'more than' and 'less than' as possible. Engage the child in verbalising each case.
Take for instance,
I have 5 sweets. You have 3 sweets.
I have more sweets than you have.
You have fewer sweets than I have.
'5 sweets' are more than '3 sweets'.
'3 sweets' are fewer than '5 sweets'.
How many more sweets do I have than you have?
I have 2 more sweets than you have.
You have 2 fewer sweets than I have.
(All the above should be 'supported' by concrete objects.)
Notice that we do not only introduce the phrase 'more than' on its own but it is always done in relation to 'fewer than' or 'less than'.
The child needs to understand and be able to 'see' the relationship between them.
Mathematics is all about making connections, linking concepts, understanding and communications.
Children who can verbalise their thoughts or who can think aloud have been found to be more aware of their own thinking and are able to 'error check' their own work, be it mentally, verbally or on written work.
Hope my sharing helps.
Cheers,
Michelle Choo
Mathematics Educator
(27 years of Math Education Experience) -
Less than/more than questions are presented in the form A less/more than B is C, with either A, B, or C a blank.
You can convert the question into a number sentence by reading the question backwards.
Whenever the child reads a number (or blank), write it down as it is.
Whenever the child reads less/more than, write down \"-\" for less, \"+\" for more
Whenever the child reads the word \"is\", write down \"=\"
Eg.![](\"https://s2.postimg.org/v6zyr1ck9/Less_Than_More_Than.jpg\")
https://s2.postimg.org/v6zyr1ck9/Less_Than_More_Than.jpg\">
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