Grade 1 Lesson Plan: Comparing Numbers and Basic Operations

Duration: One Week (5 Days, assuming 40-minute periods daily)
Subject: Mathematics
Theme: Comparing Numbers and Basic Operations (within 20)
Objective: To help students understand how to compare numbers, use symbols (<, >, =), and perform basic addition and subtraction with confidence.

Day 1: Understanding Numbers and Counting

Objective: Students will review counting and understand numbers 1–20 as a foundation for comparison.
Learning Outcomes:

Count objects accurately from 1 to 20.
Recognize and write numbers 1–20.

Materials Needed:

Number cards (1–20).
Counters (e.g., beads, buttons, or small stones).
Chart with numbers 1–20.
Worksheets with number tracing.

Activities:

Warm-Up (5 mins):
- Sing a counting song (e.g., “One, Two, Buckle My Shoe” or a Hindi rhyme like “Ek Do Teen”).
- Ask students to clap for each number from 1 to 10, then try up to 20.
Discussion (10 mins):
- Show a chart with numbers 1–20 and read them together.
- Demonstrate counting with counters: “If I have 5 buttons, let’s count them… 1, 2, 3, 4, 5.”
- Relate to daily life: “How many rotis do you eat? Let’s count!”
Activity: Number Match (15 mins):
- Spread number cards (1–20) and counters on tables.
- In pairs, students pick a card (e.g., 7) and count out that many counters (e.g., 7 beads).
- Teacher checks and asks: “Show me your number!”
Wrap-Up (10 mins):
- Students trace numbers 1–10 on a worksheet (extend to 11–20 if ready).
- Quick game: Hold up a number card, and students show that many fingers.

Assessment:

Observe accuracy in counting during the number match activity.
Check worksheets for correct number formation.

Homework: Ask students to count 5 objects at home (e.g., spoons, toys) and tell the number tomorrow.

Day 2: Comparing Numbers (More and Less)

Objective: Students will learn to compare numbers using terms like “more,” “less,” and “same.”
Learning Outcomes:

Compare two groups of objects and identify which has more, less, or the same.
Use words like “greater,” “smaller,” and “equal” verbally.

Materials Needed:

Counters (e.g., beads, small fruits like grapes).
Two baskets or plates.
Number cards (1–20).
Whiteboard and markers.

Activities:

Warm-Up (5 mins):
- Discuss homework: “What did you count at home?” Write a few responses on the board (e.g., 5 spoons).
- Show two piles of counters (e.g., 3 beads vs. 6 beads) and ask: “Which pile has more?”
Discussion (10 mins):
- Explain “more,” “less,” and “same” using examples:
  - Put 4 beads in one basket, 7 in another: “Four is less than seven.”
  - Put 5 in both: “Five is the same as five.”
- Use relatable examples: “If you have 2 laddoos and your friend has 4, who has more?”
Activity: Basket Comparison (15 mins):
- In pairs, students get two baskets and number cards.
- They pick two cards (e.g., 6 and 9), place that many counters in each basket, and say which is more/less/same.
- Teacher assists: “Six is less than nine.”
Wrap-Up (10 mins):
- Draw two groups of dots on the board (e.g., 4 vs. 8). Students say which is more/less.
- Recap: “We can look at numbers to see which is bigger or smaller!”

Assessment:

Observe pair work for correct comparisons.
Note verbal use of “more,” “less,” or “same” during wrap-up.

Homework: Ask students to compare two groups at home (e.g., number of plates vs. cups) and share which is more/less.

Day 3: Using Comparison Symbols (<, >, =)

Objective: Students will learn to use symbols to compare numbers (<, >, =).
Learning Outcomes:

Understand the meaning of < (less than), > (greater than), and = (equal to).
Place the correct symbol between two numbers.

Materials Needed:

Flashcards with <, >, = symbols.
Number cards (1–20).
Worksheets with number pairs (e.g., 5 __ 7).
A large crocodile cutout (optional, for “crocodile mouth” analogy).

Activities:

Warm-Up (5 mins):
- Review homework: “What did you compare at home?”
- Show two numbers (e.g., 4 and 6) and ask: “Which is more?”
Discussion (10 mins):
- Introduce symbols using the “crocodile mouth” analogy (popular in Indian classrooms):
  - “The crocodile eats the bigger number!” (e.g., 6 > 4, the > opens toward 6).
  - Show = for same numbers (e.g., 5 = 5).
- Write examples on the board: 3 < 7, 8 > 2, 4 = 4.
- Relate to India: “If you have 5 mangoes and I have 3, it’s 5 > 3.”
Activity: Symbol Sort (15 mins):
- Give pairs number cards (e.g., 7, 4) and symbol cards (<, >, =).
- Students place the correct symbol between numbers (e.g., 7 > 4).
- Teacher checks and asks: “Why did you choose this symbol?”
Wrap-Up (10 mins):
- Students complete a worksheet with 5 pairs (e.g., 6 __ 9, they write >).
- Quick game: Hold up two number cards, and students shout the symbol.

Assessment:

Evaluate worksheets for correct symbol use.
Observe participation in symbol sort for understanding.

Homework: Ask students to write one comparison at home (e.g., 5 > 2) with help from family.

Day 4: Introduction to Addition

Objective: Students will learn to add numbers within 20 using objects and symbols.
Learning Outcomes:

Understand addition as putting groups together.
Solve simple addition problems (e.g., 3 + 2 = 5).

Materials Needed:

Counters (e.g., small stones, seeds).
Number cards and a “+” card.
Addition worksheets (e.g., 4 + 3 = __).
Chart paper for group activity.

Activities:

Warm-Up (5 mins):
- Discuss homework: “Show me your comparison!”
- Count objects together: “If I have 2 pencils and add 3 more, how many?”
Discussion (10 mins):
- Explain addition: “Adding means putting two groups together to find the total.”
- Show with counters: “2 seeds + 3 seeds = 5 seeds.” Write 2 + 3 = 5.
- Use examples: “If you have 4 rotis and get 2 more, that’s 4 + 2 = 6.”
Activity: Addition Towers (15 mins):
- In pairs, students use counters to build “towers.”
- Pick two number cards (e.g., 3 and 4), make two towers, combine them, and count the total (3 + 4 = 7).
- Write the equation on a mini whiteboard or paper.
Wrap-Up (10 mins):
- Students complete a worksheet with 5 addition problems (e.g., 5 + 2 = __).
- Group recap: Write one addition sentence on chart paper (e.g., 6 + 3 = 9).

Assessment:

Check worksheets for correct addition.
Observe pair work for accurate counting and combining.

Homework: Ask students to try one addition at home (e.g., 2 toys + 3 toys = ?) and share tomorrow.

Day 5: Introduction to Subtraction

Objective: Students will learn to subtract numbers within 20 using objects and symbols.
Learning Outcomes:

Understand subtraction as taking away.
Solve simple subtraction problems (e.g., 5 – 2 = 3).

Materials Needed:

Counters (e.g., beads, small fruits).
Number cards and a “–” card.
Subtraction worksheets (e.g., 7 – 3 = __).
A storybook or short story about sharing (optional).

Activities:

Warm-Up (5 mins):
- Discuss homework: “What did you add at home?”
- Show 5 counters and take away 2: “What’s left?”
Discussion (10 mins):
- Explain subtraction: “Taking away some from a group to find what’s left.”
- Show with counters: “5 beads – 2 beads = 3 beads.” Write 5 – 2 = 3.
- Use Indian context: “If you have 6 laddoos and eat 2, you have 6 – 2 = 4 left.”
- Tell a short story: “Ravi had 7 kites, gave 3 to friends. How many left?”
Activity: Take-Away Game (15 mins):
- In pairs, students start with a pile of counters (e.g., 8).
- Pick a number card (e.g., 3) and take that many away, then count what’s left (8 – 3 = 5).
- Write the equation (with teacher’s help).
Wrap-Up (10 mins):
- Students complete a worksheet with 5 subtraction problems (e.g., 6 – 1 = __).
- Recap the week: “We learned to compare, add, and subtract numbers!”
- Quick quiz: Show an addition (4 + 3) and subtraction (5 – 2), and students solve.

Assessment:

Evaluate worksheets for correct subtraction.
Observe game participation for understanding of “taking away.”

Homework: Ask students to try one subtraction at home (e.g., 5 apples – 2 = ?) and share next week.

Additional Notes:

Indian Context: Examples like rotis, laddoos, mangoes, and kites make math relatable for Indian students. Counting rhymes in Hindi or local languages can enhance engagement.
Differentiation: For struggling students, use smaller numbers (1–10) and more counters. For advanced students, try problems like 15 + 4 or 18 – 6.
Engagement: Hands-on activities (towers, baskets) keep Grade 1 students active. The crocodile analogy for <, > is widely used in India and fun for kids.
Progression: The plan builds logically—counting, comparing, symbols, addition, subtraction—ensuring students master foundational skills.
Materials: Counters can be locally sourced (e.g., tamarind seeds, pebbles), making it cost-effective for Indian classrooms.

This plan is interactive and age-appropriate, helping Grade 1 students gain confidence in comparing numbers and performing basic operations.