Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: Mathematics
Semester: 1
Period: 3
Week: 15
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 1
Date: Week 15
Lesson Duration: 45 minutes
Week & Period: Week 15, Period 3
Topic: Comparing Numbers
Sub-topic: Comparing and Ordering Numbers up to 100
Learning Objectives
By the end of the lesson, students should be able to:
Compare two-digit numbers using >, <, and =
Order numbers from smallest to largest and vice versa
Explain reasons for comparisons using place value
Previous Knowledge
Students already know how to read and write numbers up to 100 and identify tens and ones.
Instructional Materials
Mathematics textbook for Grade 1, flashcards, number line, place value chart.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher writes 24 and 42 on the board and asks: “Which number is bigger?” Students guess and explain. Teacher introduces the comparison signs > (greater than), < (less than), and = (equal to).
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher explains that when comparing numbers, we first look at the tens. The number with more tens is greater. If the tens are the same, then we compare the ones. Examples:
35 < 47 (3 tens vs. 4 tens)
52 > 45 (5 tens vs. 4 tens)
68 = 68 (same tens and same ones)
Ordering:
Ascending order = smallest to largest
Descending order = largest to smallest
Example: 23, 17, 35, 12 in ascending order → 12, 17, 23, 35
Descending order → 35, 23, 17, 12
Learners’ Activities (Expanded):
Students compare numbers using flashcards.
Students arrange sets of numbers in ascending and descending order.
Students explain comparisons using tens and ones.
Assessment Checks:
Which is greater: 59 or 65?
Arrange 24, 18, 31, 26 in ascending order.
Is 42 = 24? Why or why not?
Notes (Expanded & Detailed):
Symbols are used to compare numbers:
means greater than
< means less than
= means equal to
Ordering helps us organize numbers from the smallest to largest (ascending) or largest to smallest (descending).
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: To compare numbers, look at the tens and then the ones. Use >, <, and =. Numbers can be arranged in ascending and descending order.
Evaluation Method (Expanded):
Exit slip/quiz: Compare 46 and 52, arrange 77, 65, 80 in ascending order, write the correct symbol for 29 ___ 92.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Arrange these in descending order: 18, 25, 30, 12, 27.
Follow-up Activity:
Students practice using >, <, = at home with siblings or parents.
Differentiation / Inclusive Strategies
Provide number lines for weaker learners. Encourage advanced learners to explain their reasoning.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low