Grade 2Mathmedium
Greater or Less?
Greater or Less? — Comparisons worksheet for Grade 2.
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What Your Child Will Learn
- Identify whether one number is greater than, less than, or equal to another number using the symbols >, <, and =
- Apply comparison skills to solve 10 problems involving two-digit numbers with medium-level complexity
- Explain their reasoning when comparing numbers by using place value understanding (tens and ones)
- Distinguish between greater than and less than by correctly interpreting comparison symbols in both directions
How to Use This Worksheet
- Step 1: Review the comparison symbols (>, <, =) with your student before starting. Use the alligator mouth strategy and practice with 3-4 easy examples (like 5 vs. 2) to ensure symbol understanding.
- Step 2: Work through the first problem together as a model. Have your student identify the tens place in each number first, then the ones place, and explain which number is larger.
- Step 3: Guide your student through problems 2-4 with decreasing support. Ask guiding questions like 'Which number has more tens?' or 'Which number is bigger?' before they write the symbol.
- Step 4: Allow your student to work independently on problems 5-10. Circulate and observe their strategy—are they checking tens first? Are they using the alligator mouth correctly?
- Step 5: Review all 10 answers together. For any incorrect responses, have your student re-explain their thinking aloud and use manipulatives if needed to correct misconceptions.
Tips for Parents & Teachers
Many Grade 2 students confuse the > and < symbols because they look similar. Use the 'alligator mouth' strategy: the open end of the symbol always 'eats' the bigger number. Practice this visual repeatedly before starting the worksheet.
Students often focus only on the ones place when comparing numbers. Emphasize checking the tens place first—if one number has more tens, it's automatically larger, regardless of the ones digit. For example, 24 is greater than 19 because 2 tens is more than 1 ten.
Some students rush and reverse their answers. Have them read comparisons aloud after writing them (e.g., '15 is less than 23') to catch errors. This builds metacognitive awareness and reinforces correct mathematical language.
Use concrete manipulatives like base-ten blocks or counters alongside the worksheet. Seeing physical representations helps students internalize that 'greater' means 'more' and builds confidence before moving to abstract symbols.
Frequently Asked Questions
Why does my Grade 2 student confuse > and < even after practice?
This is very common at this stage because the symbols are visually similar and require abstract thinking. The 'alligator mouth' or 'Pac-Man' strategy works well: the open mouth always faces the bigger number. Additionally, some students benefit from color-coding (painting the > symbol red for 'greater' or the < symbol blue for 'less') or using physical arrows that point to the smaller number. Consistent, playful practice over several weeks will strengthen automaticity.
Should my student memorize which symbol is which, or should they understand the concept?
Understanding is much more important at Grade 2. When students understand that comparison is about 'which has more,' they can figure out the correct symbol logically rather than relying on memorization. Ask questions like 'Which pile has more blocks?' and connect this to the numbers and symbols. Memorization may come later, but comprehension ensures flexibility in problem-solving.
My student compares numbers correctly verbally but writes the wrong symbol. What should I do?
This suggests a disconnect between understanding and symbol representation. Have your student say the comparison aloud while writing the symbol (e.g., '12 is less than 15' while writing <). This bridges verbal and written expression. Also, ensure your student is writing the symbol in the correct direction—many students reverse it. Having them touch the bigger number, then draw the symbol 'pointing away' from it, can help.
How do I help my student compare numbers with the same tens digit (like 23 vs. 27)?
When tens are equal, students must examine the ones place. Use base-ten blocks to show 2 tens and 3 ones versus 2 tens and 7 ones. Circle or highlight the ones digits and ask 'Which has more ones?' This scaffolds the understanding that when tens are equal, we look at the ones. Practice several examples with manipulatives before moving to symbolic representation.
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