My child is confused by the 'more/ less'type of english used in maths. How do you teach or illustrate this concept to pri kids? Math guru pls help.
For example: Q. Noel has 5 cubes (given). Possible permutation for question
a) Bryan has 2 more cubes than Noel.
b) Bryan has 2 less cubes than Noel.
c) Noel has 2 more cubes than Bryan.
d) Noel has 2 less cubes than Bryan.
How many cubes does Bryan has?
Is there a good website or youtube or tools that is effective to show the child this concept?
What is the best way to teach 'more than and less than'?
Academic support for Primary 1
What is the best way to teach 'more than and less than'?
by matrix0405 » Wed Dec 29, 2010 5:31 pm

matrix0405  BlueBelt
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by mrswongtuition » Wed Dec 29, 2010 6:04 pm
Got marbles or erasers and show using the real items.
Or draw it out (draw the items then translate into model).
Do it a few times and once they understand the concept and can visualize without the real objects, they should have no problem.
Or draw it out (draw the items then translate into model).
Do it a few times and once they understand the concept and can visualize without the real objects, they should have no problem.

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Re: What is the best way to teach 'more than and less than
by Tang » Wed Dec 29, 2010 6:30 pm
Hi,
Use > for more than
and < for less than
[Encounter problem posting]
Use > for more than
and < for less than
[Encounter problem posting]

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by pixiedust » Wed Dec 29, 2010 8:30 pm
I use same method as mrswongtuition.
only I used snap cubes:
http://www.learningresources.com/produc ... alViews.do
Then move on to draw it out.
only I used snap cubes:
http://www.learningresources.com/produc ... alViews.do
Then move on to draw it out.

pixiedust  BlackBelt
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by Suz855 » Thu Dec 30, 2010 11:55 am
a) Bryan has 2 more cubes than Noel.
b) Bryan has 2 less cubes than Noel.
c) Noel has 2 more cubes than Bryan.
d) Noel has 2 less cubes than Bryan
The individual/number after 'than' is the starting number ... 2 more means you add 2 to it, 2 less means you take away from it
5 + 2 =7
5  2 = 3
As for c & d, we can rewrite it in number sentence as such
? + 2 = 5
Since part + part = whole, part is missing thus we take whole  part
?  2 = 5
Since whole is missing, we add the 2 parts.
Ps, number bond and fact families concept must be introduce to kids and their understanding will help them to have good foundation in Maths.
Have fun
b) Bryan has 2 less cubes than Noel.
c) Noel has 2 more cubes than Bryan.
d) Noel has 2 less cubes than Bryan
The individual/number after 'than' is the starting number ... 2 more means you add 2 to it, 2 less means you take away from it
5 + 2 =7
5  2 = 3
As for c & d, we can rewrite it in number sentence as such
? + 2 = 5
Since part + part = whole, part is missing thus we take whole  part
?  2 = 5
Since whole is missing, we add the 2 parts.
Ps, number bond and fact families concept must be introduce to kids and their understanding will help them to have good foundation in Maths.
Have fun

Suz855  BlueBelt
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matrix0405  BlueBelt
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by mummaid » Wed Jan 05, 2011 10:09 am
My DS is in K2 this year, he also has problem understanding the 'less than' & 'more than' concept eg.
5 is 2 less than ____
5 is 1 more than _____
____ is 1 less than 6
____ is 3 more than 5
Is there any good way of teaching such concept, I've hard time explaining and DS always end up in tears doing this type of questions.
5 is 2 less than ____
5 is 1 more than _____
____ is 1 less than 6
____ is 3 more than 5
Is there any good way of teaching such concept, I've hard time explaining and DS always end up in tears doing this type of questions.

mummaid  KiasuNewbie
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by mummaid » Wed Jan 05, 2011 10:10 am
My DS is in K2 this year, he also has problem understanding the 'less than' & 'more than' concept eg.
5 is 2 less than ____
5 is 1 more than _____
____ is 1 less than 6
____ is 3 more than 5
Is there any good way of teaching such concept, I've hard time explaining and DS always end up in tears doing this type of questions.
5 is 2 less than ____
5 is 1 more than _____
____ is 1 less than 6
____ is 3 more than 5
Is there any good way of teaching such concept, I've hard time explaining and DS always end up in tears doing this type of questions.

mummaid  KiasuNewbie
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by autolycus » Wed Jan 05, 2011 1:12 pm
mummaid wrote:Is there any good way of teaching such concept, I've hard time explaining and DS always end up in tears doing this type of questions.
Board games (the "how many steps back, how many steps forward" type) can work.
You can also try a kind of number line approach (or MRT stations?)
e.g.
3456789
Your first question:
 Code: Select all
What is 5 less than?
(5)6789>
5 is 2 (steps) less than what?
(5)6[7]89>
Answer is 7.
Your third question:
 Code: Select all
What is less than 6?
345(6)
If it is 1 (step) less than 6, what is it?
34[5](6)
Answer is 5.
The trick is to teach 'less than' and 'more than' directionally, rather than quantitatively. You can then relate it to subtraction and addition if your DS is comfortable. Different children see arithmetic in different ways.

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by mummaid » Wed Jan 05, 2011 3:35 pm
Thanks for sharing.
DS is confused. He tends to 'add' when he sees the word 'more' and 'subtract' when he sees the word 'less', therefore
5 is 2 less than 3 => which is incorrect
5 is 1 more than 6 => which is incorrect
Will try to reinforce the numberline method and guess more practice sessions with him too (hopefully not tearing sessions for him)
DS is confused. He tends to 'add' when he sees the word 'more' and 'subtract' when he sees the word 'less', therefore
5 is 2 less than 3 => which is incorrect
5 is 1 more than 6 => which is incorrect
Will try to reinforce the numberline method and guess more practice sessions with him too (hopefully not tearing sessions for him)

mummaid  KiasuNewbie
 Posts: 9
 Joined: Mon Apr 05, 2010 10:35 am
 Total Likes: 0
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