Dot is recapping her knowledge of comparing objects using the inequality signs and language. She compares different objects and insects she finds in her habitat. She also gets a surprise visit from her friend Jib the Alien. Join Dot on her next adventure as she compares statements!
More resources for Autumn Block 1 Step 17.
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Discussion points for teachers
1. Complete the statements to compare the spots using the <, > or = signs.
Discuss what the signs means and how they differ. Discuss what the statements mean. Discuss how to complete the statements using the information given.
>; <; >; =
2. Is Dot correct?
Discuss what Dot’s statement and compare the objects she is referring to. Discuss and identify what the different insects are and what the term ‘greater than’ means. Discuss how many of each insect/representation there is.
No, Dot is incorrect because the total number of flies and ladybird is less than the total number of butterflies. The correct statement is 6 + 1 < 8.
3. Complete the statements about the representation using the language greater than, less than and equal to.
Discuss the quantity of each object. Discuss and compare the number of each representation. Discuss what the language means in the statements. Discuss whether there is more than one option and which sign will complete the statements correctly.
Equal to; less than; greater than
4. Which colour eggs will make the statement correct?
Discuss the different objects and colours. Discuss and identify the value of each coloured egg. Discuss and understand Dot’s statement. Discuss which set of eggs will complete the statement correctly.
5 yellow eggs or 4 purple eggs.
5. Help Dot complete the statements by inserting the digits 0-9, <, > or = signs.
Discuss what the signs and statements mean. Discuss the different ways they can be completed. Discuss if there is more than one option. This is an open-ended question for children to explore.
A: various answers, for example: 0 + 10 = 10; 1 + 9 = 10; 2 + 8 = 10 (accept any number bond to 10). B: Various answers, for example: 0; 1; 2; 3; 4. C: Various answers, for example: 3 + 2 = 5; 0 + 2 < 5; 6 + 2 > 5.
6. Can the missing number in B be 6? Explain your answer.
Discuss what the statement means. Discuss the different digits that can complete the statement. Discuss why the number 6 cannot be the missing for B.
No, the missing cannot be 6 because 4 + 6 is greater than 9. The only digits that can be accepted are 0; 1; 2; 3; 4.
National Curriculum Objectives
Mathematics Year 2: (2N2b) Compare and order numbers from 0 up to 100; use <, > and = signs
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