Chapter 13: Comparing Numbers
Learn Grade 1 mathematics from very beginner explanations through worked examples, practice, reasoning, and review.
Chapter Overview
This chapter teaches Comparing Numbers with simple language, step-by-step reasoning, and original worked examples. Math words are explained in simple Grade 1 language.
Key Technical Terms
- Greater numbers (a Grade 1 idea used in this chapter)
- Smaller numbers (a Grade 1 idea used in this chapter)
- Equal numbers (a Grade 1 idea used in this chapter)
- Comparing numbers to 20 (a Grade 1 idea used in this chapter)
- Comparing numbers to 50 (a Grade 1 idea used in this chapter)
- Using a number line to compare (a Grade 1 idea used in this chapter)
- Comparing tens first (a Grade 1 idea used in this chapter)
- Comparing ones when tens match (a Grade 1 idea used in this chapter)
- Ordering two numbers (a Grade 1 idea used in this chapter)
- Explaining which number is greater (a Grade 1 idea used in this chapter)
How to Learn This Chapter
Read or listen to the explanation, use objects or pictures when helpful, follow one step at a time, and try the example again before checking the answer.
13.1 Greater numbers
Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Greater numbers mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Greater numbers.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Greater numbers.
Worked Example 3
Problem: Which tool could help with Greater numbers?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Greater numbers?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Greater numbers in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Greater numbers can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Greater numbers. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.2 Smaller numbers
Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Smaller numbers mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Smaller numbers.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Smaller numbers.
Worked Example 3
Problem: Which tool could help with Smaller numbers?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Smaller numbers?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Smaller numbers in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Smaller numbers can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Smaller numbers. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.3 Equal numbers
Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Equal numbers mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Equal numbers.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Equal numbers.
Worked Example 3
Problem: Which tool could help with Equal numbers?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Equal numbers?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Equal numbers in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Equal numbers can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Equal numbers. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.4 Comparing numbers to 20
Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Comparing numbers to 20 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Comparing numbers to 20.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Comparing numbers to 20.
Worked Example 3
Problem: Which tool could help with Comparing numbers to 20?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Comparing numbers to 20?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Comparing numbers to 20 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing numbers to 20 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Comparing numbers to 20. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.5 Comparing numbers to 50
Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Comparing numbers to 50 mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Comparing numbers to 50.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Comparing numbers to 50.
Worked Example 3
Problem: Which tool could help with Comparing numbers to 50?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Comparing numbers to 50?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Comparing numbers to 50 in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing numbers to 50 can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Comparing numbers to 50. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.6 Using a number line to compare
Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Using a number line to compare mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Using a number line to compare.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Using a number line to compare.
Worked Example 3
Problem: Which tool could help with Using a number line to compare?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Using a number line to compare?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Using a number line to compare in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Using a number line to compare can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Which is greater: 6 or 4?
- Count or locate 6.
- Count or locate 4.
- The number farther to the right on a number line is greater.
Very beginner explanation: 6 is greater than 4.
Answer: 6
Worked Example 7
Problem: Which is greater: 12 or 10?
- Count or locate 12.
- Count or locate 10.
- The number farther to the right on a number line is greater.
Very beginner explanation: 12 is greater than 10.
Answer: 12
Worked Example 8
Problem: Which is greater: 19 or 17?
- Count or locate 19.
- Count or locate 17.
- The number farther to the right on a number line is greater.
Very beginner explanation: 19 is greater than 17.
Answer: 19
Worked Example 9
Problem: Which is greater: 27 or 25?
- Count or locate 27.
- Count or locate 25.
- The number farther to the right on a number line is greater.
Very beginner explanation: 27 is greater than 25.
Answer: 27
Worked Example 10
Problem: Which is greater: 44 or 42?
- Count or locate 44.
- Count or locate 42.
- The number farther to the right on a number line is greater.
Very beginner explanation: 44 is greater than 42.
Answer: 44
Practice Exercise
Create one small question about Using a number line to compare. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.7 Comparing tens first
Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Comparing tens first mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Comparing tens first.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Comparing tens first.
Worked Example 3
Problem: Which tool could help with Comparing tens first?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Comparing tens first?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Comparing tens first in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing tens first can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: How many tens and ones are in 10?
- 10 has 1 full group(s) of ten.
- 0 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 1 tens and 0 ones
Worked Example 7
Problem: How many tens and ones are in 12?
- 12 has 1 full group(s) of ten.
- 2 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 1 tens and 2 ones
Worked Example 8
Problem: How many tens and ones are in 19?
- 19 has 1 full group(s) of ten.
- 9 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 1 tens and 9 ones
Worked Example 9
Problem: How many tens and ones are in 27?
- 27 has 2 full group(s) of ten.
- 7 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 2 tens and 7 ones
Worked Example 10
Problem: How many tens and ones are in 44?
- 44 has 4 full group(s) of ten.
- 4 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 4 tens and 4 ones
Practice Exercise
Create one small question about Comparing tens first. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.8 Comparing ones when tens match
Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Comparing ones when tens match mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Comparing ones when tens match.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Comparing ones when tens match.
Worked Example 3
Problem: Which tool could help with Comparing ones when tens match?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Comparing ones when tens match?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Comparing ones when tens match in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Comparing ones when tens match can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: How many tens and ones are in 10?
- 10 has 1 full group(s) of ten.
- 0 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 1 tens and 0 ones
Worked Example 7
Problem: How many tens and ones are in 12?
- 12 has 1 full group(s) of ten.
- 2 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 1 tens and 2 ones
Worked Example 8
Problem: How many tens and ones are in 19?
- 19 has 1 full group(s) of ten.
- 9 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 1 tens and 9 ones
Worked Example 9
Problem: How many tens and ones are in 27?
- 27 has 2 full group(s) of ten.
- 7 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 2 tens and 7 ones
Worked Example 10
Problem: How many tens and ones are in 44?
- 44 has 4 full group(s) of ten.
- 4 object(s) are left as ones.
Very beginner explanation: Groups of ten and leftover ones show place value.
Answer: 4 tens and 4 ones
Practice Exercise
Create one small question about Comparing ones when tens match. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.9 Ordering two numbers
Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Ordering two numbers mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Ordering two numbers.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Ordering two numbers.
Worked Example 3
Problem: Which tool could help with Ordering two numbers?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Ordering two numbers?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Ordering two numbers in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Ordering two numbers can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Put [8, 6, 3] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 3, 6, 8
Worked Example 7
Problem: Put [14, 12, 9] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 9, 12, 14
Worked Example 8
Problem: Put [21, 19, 16] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 16, 19, 21
Worked Example 9
Problem: Put [29, 27, 24] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 24, 27, 29
Worked Example 10
Problem: Put [46, 44, 41] in order from least to greatest.
- Find the smallest number.
- Then place the next larger number.
- Finish with the largest.
Very beginner explanation: Ordering means arranging numbers by size.
Answer: 41, 44, 46
Practice Exercise
Create one small question about Ordering two numbers. Show it with objects, a picture, or numbers, then check by counting or comparing again.
13.10 Explaining which number is greater
Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Beginner Note
Start with real objects, fingers, or a picture. Say the idea aloud, try one small example, and check it by counting or comparing again.
10 Worked Examples with Answers and Very-Beginner Explanations
Worked Example 1
Problem: What does Explaining which number is greater mean?
- Say the topic in simple words.
- Use objects, fingers, a drawing, or a number example.
- Tell what you notice.
Very beginner explanation: Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Worked Example 2
Problem: Show one small example of Explaining which number is greater.
- Choose small numbers or a simple shape/object.
- Make a model or drawing.
- Describe what the model shows.
Very beginner explanation: Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: A correct small model or drawing can show the meaning of Explaining which number is greater.
Worked Example 3
Problem: Which tool could help with Explaining which number is greater?
- Think about counters, fingers, a ten frame, number line, picture, table, or real object.
- Choose the tool that makes the idea easiest to see.
Very beginner explanation: Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Use a simple tool that lets you see and check the quantities or shapes.
Worked Example 4
Problem: How can you check your work in Explaining which number is greater?
- Look at the objects, drawing, or numbers again.
- Count or compare one more time.
- Make sure the answer matches the question.
Very beginner explanation: Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Check by recounting, comparing, or using a second simple model.
Worked Example 5
Problem: Where might you use Explaining which number is greater in everyday life?
- Think about toys, snacks, books, classroom objects, calendars, shapes, or money.
- Choose one situation.
- Explain how the math helps.
Very beginner explanation: Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Answer: Explaining which number is greater can help with a simple everyday task such as counting, sharing, comparing, measuring, organizing, or deciding.
Worked Example 6
Problem: Count to 6. What number comes just before 6?
- Count forward until 6.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 5
Worked Example 7
Problem: Count to 12. What number comes just before 12?
- Count forward until 12.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 11
Worked Example 8
Problem: Count to 19. What number comes just before 19?
- Count forward until 19.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 18
Worked Example 9
Problem: Count to 27. What number comes just before 27?
- Count forward until 27.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 26
Worked Example 10
Problem: Count to 44. What number comes just before 44?
- Count forward until 44.
- Move back one number.
Very beginner explanation: The number before is one less.
Answer: 43
Practice Exercise
Create one small question about Explaining which number is greater. Show it with objects, a picture, or numbers, then check by counting or comparing again.
Chapter Notes, Practice, and Common Mistakes
Chapter Notes
- Read or listen to the question before solving.
- Use objects, a drawing, ten frame, number line, table, graph, or simple number sentence when useful.
- Explain your thinking and check by counting, comparing, or using another simple model.
Extra Practice
- Create and solve one original problem about Greater numbers.
- Create and solve one original problem about Smaller numbers.
- Create and solve one original problem about Equal numbers.
- Create and solve one original problem about Comparing numbers to 20.
- Create and solve one original problem about Comparing numbers to 50.
- Create and solve one original problem about Using a number line to compare.
Common Mistakes
- Skipping the meaning and trying to memorize a rule only.
- Using the wrong operation because the question was not read completely.
- Ignoring units, labels, place values, or the context of the problem.
- Not estimating or checking whether the final answer is reasonable.
30 Review Questions and Answers
Q1. What is the main idea in Greater numbers?
Answer: Greater numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q2. What is the main idea in Smaller numbers?
Answer: Smaller numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q3. What is the main idea in Equal numbers?
Answer: Equal numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q4. What is the main idea in Comparing numbers to 20?
Answer: Comparing numbers to 20 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q5. What is the main idea in Comparing numbers to 50?
Answer: Comparing numbers to 50 helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q6. What is the main idea in Using a number line to compare?
Answer: Using a number line to compare helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q7. What is the main idea in Comparing tens first?
Answer: Comparing tens first helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q8. What is the main idea in Comparing ones when tens match?
Answer: Comparing ones when tens match helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q9. What is the main idea in Ordering two numbers?
Answer: Ordering two numbers helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q10. What is the main idea in Explaining which number is greater?
Answer: Explaining which number is greater helps Grade 1 learners build strong number sense with small numbers, objects, drawings, and number lines.
Q11. Why is it useful to use counters or drawings?
Answer: They make the quantities visible and help you understand before using only numbers.
Q12. Why should you count carefully?
Answer: Careful counting means each object is counted once and no object is missed.
Q13. What can you do if a problem feels hard?
Answer: Use smaller numbers, draw a picture, use objects, and solve one small step at a time.
Q14. Why should both sides of an equals sign match?
Answer: The equals sign means the two sides have the same value.
Q15. How can a number line help?
Answer: It shows number order and can help you count forward or backward.
Q16. How can a ten frame help?
Answer: It organizes objects into groups that make numbers and addition easier to see.
Q17. Why are equal shares important?
Answer: Equal shares make fair groups or equal parts.
Q18. How do patterns help us predict?
Answer: A pattern rule tells us what should come next.
Q19. Why do we label a graph or table?
Answer: Labels tell us what the information represents.
Q20. How can you describe a shape?
Answer: Talk about its sides, corners, flat or curved surfaces, and other visible attributes.
Q21. How can you compare two objects?
Answer: Choose one attribute, such as length, mass, or capacity, and compare that same attribute.
Q22. Why is a calendar useful?
Answer: It organizes days, weeks, months, dates, and events.
Q23. Why does money have different values?
Answer: Different coins and bills represent different amounts of money.
Q24. Why should you explain your answer?
Answer: Explaining shows how you thought about the problem and helps you check your reasoning.
Q25. What should you do after a mistake?
Answer: Look at the step again, fix it, and try a similar example.
Q26. How can you be a confident math learner?
Answer: Use positive self-talk, try a strategy, ask questions, and remember that mistakes help you learn.
Q27. When should you use a picture?
Answer: Use a picture when it helps you see quantities, shapes, positions, or a story problem.
Q28. When should you use objects?
Answer: Use objects when you want to count, join, take away, share, sort, or compare in a hands-on way.
Q29. How can you check addition?
Answer: Recount the combined objects or use another model.
Q30. How can you check subtraction?
Answer: Put the taken-away part and the part left back together to see if they make the starting amount.