Learning Outcome

Compares two numbers between 71 and 100 (both inclusive) and uses vocabulary like greater than (>), less than (<) and equal to (=) along with their respective symbols.

Objective

Children will be able to compare numbers between 71 and 100 using appropriate mathematical terms (greater than, less than, and equal to)

Prerequisites

Children can form, read, and write numbers up to 100; children can compare numbers up to 70.

Introduction

Resources required:
Flashcards from 1 to 100

The teacher starts the class with the usual greetings. The teacher can then proceed with revising the numbers and ensuring children can form, read, and write numbers from 1 to 100 by showing flashcards. Once the teacher ensures that the children can form, read, and write numbers up to 100, she can revise whether they can compare numbers up to 70. To introduce greater than and lesser than, the teacher shows a video of the story – Samir’s Toy Store.

Story: Samir’s Toy Store

In a lively town, there was a small toy store owned by Mr. Samir. His shop was filled with colourful toys – cars, dolls, puzzles, and more. Every day, children from the neighbourhood would visit his store, excited to buy new toys.

One bright morning, two friends, Aryan and Meera, walked into the shop.

“Hello, Mr. Samir!” Aryan said cheerfully. “We need 80 toy cars for our school event. How many do you have today?”

Mr. Samir checked his shelves. “I have 95 toy cars.”

Meera thought for a moment. “Which is more, 80 or 95?”
(Let’s compare: 95 > 80) (On a number line)

Mr. Samir smiled. “Well, 95 is greater than 80, so I have more than enough toy cars for your event!”

The children happily collected 80 toy cars and paid for them.

Just then, little Rohan walked in with his father. “Mr. Samir, I want to buy 75 teddy bears for my sister’s birthday party. How many do you have?”

Mr. Samir checked the shelf. “I have 68 teddy bears.”

Rohan frowned. “Is 68 more or less than 75?”
 (Let’s compare: 68 < 75)

Mr. Samir chuckled. “68 is less than 75, so I don’t have quite enough. But you can take all 68 teddy bears if you’d like!”

Rohan smiled and took the teddy bears home.

Later that day, Mrs. Sharma came in, looking for building blocks. “Mr. Samir, I need 90 sets of building blocks for my students. Do you have them?”

Mr. Samir checked his stock. “I have 85 sets today.”
(Let’s compare: 85 < 90)

Mrs. Sharma sighed. “Oh, you don’t have enough!”

Mr. Samir nodded. “85 is less than 90, so I don’t have enough. But you can take what I have!”

Mrs. Sharma happily took the 85 sets and thanked Mr. Samir.

As the day went on, more customers came in, comparing toy quantities. Some needed fewer toys than Mr. Samir had, and others needed more. By the end of the day, Mr. Samir had sold almost everything in his shop.

And from then on, the children loved visiting Mr. Samir’s toy store, where they not only bought fun toys but also learned about comparing numbers!

Video: Story – Samir’s toy store – Coming soon

ISL Video: Story – Samir’s toy store – Coming soon

The teacher can proceed with the following activities to reinforce the number 1 to 100 concept.

Activity 1: You Are It!

Objective: 
To reinforce the concept of comparison of numbers from 71 to 100.

Importance of the activity for children:

Helps in developing:

1. Numerical Skills (Number recognition, sequencing, place value)
2. Cognitive Skills (Memory, pattern recognition, concentration)
3. Gross motor Skills (Running around)
4. Problem solving Skills (Identifying the greater and lesser number than number called)
5. Social Skills (Patience, appreciating others, group play)
6. Emotional Skills (Builds confidence in numerical abilities, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:
Cards with numbers 71 to 100 written on them.

Setting for the activity:
The activity can be done indoors or outdoors, depending on the space availability.

Type of activity: Group activity

Preparation of activity:
The teacher should provide cards with numbers written on them to the children.

Role of the teacher: Demonstrator and facilitator

Procedure:

1. Starting the Game:
   • The teacher calls out a condition, e.g., “Tag anyone with a number less than 90!”
   • The Catcher must quickly find and tag a child with a number less than 90.
2. Avoiding the Catcher:
   • The other children can run and dodge to avoid being tagged.
   • If a child with a number less than 90 is tagged, they must step out and wait.
3. Passing the Role:
   • The tagged child now becomes the new Catcher and gets a new instruction.
   • The teacher announces the next condition, e.g., “Tag someone greater than 85!”
   • The game continues with new comparisons, like
     • “Tag someone between 75 and 85.”
     • “Tag someone equal to 88.”
     • “Tag someone greater than 95.”
4. Winning the Game:
   • The game continues until only one child remains untagged, who is declared the winner!

Observations:
The teacher observes to find:
If the children correctly choose or tag the right number based on the given condition?

Conclusion:
Children will learn the concept of comparing numbers from 71 to 100.

Activity 2: Who’s feeding the Crocodile?

Objective: 
To reinforce the concept of comparison of numbers from 71 to 100.

Importance of the activity for children:

Helps in developing:

1. Numerical Skills (Number recognition, sequencing, place value)
2. Cognitive Skills (Memory, Pattern recognition, concentration, strategic guessing)
3. Fine motor Skills (Placing the card)
4. Problem solving Skills (Identifying the greater number)
5. Social Skills (Patience, appreciating others, group play, togetherness)
6. Emotional Skills (Builds confidence in numeracy, promotes a sense of achievement that boosts self-esteem, and encourages pride in learning new skills)

Resources required:
Board with 2 crocodile faces

Setting for the activity:
The activity can be done indoors or outdoors, depending on the availability of space.

Type of activity: Pair activity

Preparation of activity:
The teacher prepares a board with two crocodile faces.

Role of the teacher: Demonstrator and facilitator

Procedure:

1. Shuffle the number cards and place them face down.
2. Players take turns drawing two number cards (e.g., 78 and 92).
3. The players discuss and decide which crocodile face to use.     .
4. They place their numbers on either side of the face.
5. If correct, they “feed” the crocodile the greater number.
6. If incorrect, they skip a turn.
7. The first player to feed the crocodile 5 times wins!

Observation:

1. Can the child correctly identify which number is greater or smaller between two numbers from 71 to 100?
2. Does the child understand and apply the concept of the crocodile eating the greater number (i.e., using the correct symbol or face direction)?

Conclusion:
The children will learn the concept of comparison of numbers from 71 to 100.

Cross-Curricular Connection:

• Physical Education Class:
  • Each child is given a number card with a number between 71 and 100
  • Teacher calls out a child and asks her to tell a number greater than her/his number card E.g. 82. The child can say any number greater than 82. E.g. 98
  • The child with card 98 comes forward
  • The teacher says greater/smaller than ___ and 98 card holder responds and the game goes on a quick round
  • If the child is unable to say the correct answer, he/she leaves the game
  • The one who stays till the end is the winner
• Language Class:
  Children can be asked to speak a few sentences using greater than, lesser than or equal to using numbers 71 to 100. E.g. I got 72 marks in language and 88 marks in maths. My score in maths is greater than my score in language.

Assessment:
The teacher can give the practice worksheet to the children that can be followed by an assessment worksheet.

Worksheet: Practice Worksheet – Numbers 71 to 100 – Coming soon

Worksheet: Practice Worksheet – Numbers 71 to 100 (Enlarged) – Coming soon

Worksheet: Assessment Worksheet – Numbers 71 to 100 – Coming soon

Worksheet: Assessment Worksheet – Numbers 71 to 100 (Enlarged) – Coming soon

Check list for teacher:

Activity	Yes	No	Sometimes
Children can:
Count numbers up to 100
Identify numbers up to 100
Read number names up to 100
Write the numbers up to 100
Strategically guess correct placement of numbers
Complete the activity in the given time
Do the activity independently
Express verbally and through actions, expressions, or gestures

Home Activity

Objective: To reinforce the concept of ‘greater than and less than numbers 71 to 100’ through an online fun activity.

Fun Activity: Greater than and Less than 71 to 100 – Word Wall – Coming soon

Adaptations for addressing learner variability: Adaptations and strategies – Coming soon

Teacher Resource Document – Coming soon

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.