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Comparing and ordering numbers

PROCEDURAL
Mathematics›Number Representation & Place Value|Ages 6—7|ID: mt_U0waNfD8PB

Compare and order two-digit numbers using the symbols >, =, and <, based on place value understanding

Mastery Evidence

  • Correctly place > or < between 34 and 43
  • Order a set of two-digit numbers from smallest to largest
  • Explain a comparison by referring to the tens digit first, then ones

Assessment Prompt

“If you show [child] the numbers 34, 67, and 21, can they put them in order from smallest to largest — and use the symbols > or < correctly?”

Curriculum Standards2 alignments

1.NBT.3Common Core State Standards for Mathematics
Compare two-digit numbers

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

NBT
Maths/Y2/NPV/4The national curriculum in England
Compare and order numbers

Compare and order numbers from 0 up to 100; use <, > and = signs.

Mathematics · Key Stage 1

Prerequisites2

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  • The two digits of a two-digit number hard

    Comparing two-digit numbers using PV requires understanding tens and ones

    • A Ten Is Ten Ones hard

      Understanding tens and ones place value requires the concept of 10 as a bundle

      • The teen numbers hard

        Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'

        • How Many in Total? hard

          Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • Reading and writing numbers to 20 hard

          Composing/decomposing teen numbers requires reading and writing those numerals

          • How Many in Total? hard

            Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

          • Writing digits 0-9 hard

            Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

    • The teen numbers hard

      General two-digit place value extends from understanding teen number composition

      • How Many in Total? hard

        Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

        • One-to-one counting hard

          Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Reading and writing numbers to 20 hard

        Composing/decomposing teen numbers requires reading and writing those numerals

        • How Many in Total? hard

          Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • Writing digits 0-9 hard

          Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

  • Two written numerals between 1 and 10 soft

    Comparing two-digit numbers extends from comparing single-digit written numerals

    • Comparing groups: more or fewer soft

      Comparing written numerals is the symbolic form of comparing quantities — conceptual comparison helps but isn't strictly required

      • Counting objects to 20 soft

        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

        • How Many in Total? hard

          Answering 'how many?' requires the cardinality principle

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • One-to-one counting hard

          Counting objects to answer 'how many?' requires one-to-one correspondence

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