#### Teaching Resource

# Greater/Less Than Crocodile Posters

**2 - 4**

Greater and less than can be easily confused, but Snappy uses visual representation to make it all so much clearer.

Use this teaching resource to refer to Snappy and visualise which way the symbol has to go in order to represent greater or less than values. He always bites the bigger number…

This teaching resource includes:

- 1 x greater than poster
- 1 x less than poster
- 1 x greater than Snappy image (whole body)
- 1 x less than Snappy image (whole body)
- 1 x greater than sign with Snappy in background image (head only)
- 1 x less than sign with Snappy in background image (head only)
- black and white greater than and less than Snappy images.

How do I print this teaching resource?

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#### Common Core State Standards alignment

- Kindergarten > Standards for Mathematical Practice > Compare numbers >
**CCSS.MATH.CONTENT.K.CC.C.6**Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies....

- Grade 1 > Standards for Mathematical Practice > Number & Operations in Base Ten > Understand place value >
**CCSS.MATH.CONTENT.1.NBT.B.3**Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <....

- Grade 2 > Standards for Mathematical Practice > Number & Operations in Base Ten > Understand place value >
**CCSS.MATH.CONTENT.2.NBT.A.4**Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons....

- Grade 4 > Standards for Mathematical Practice > Operations in Base Ten > Generalize place value understanding for multi-digit whole numbers >
**CCSS.MATH.CONTENT.4.NBT.A.2**Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons....

- Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Extend understanding of fraction equivalence and ordering >
**CCSS.MATH.CONTENT.4.NF.A.2**Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions ref...

- Grade 4 > Standards for Mathematical Practice > Number & Operations - Fractions > Understand decimal notation for fractions, and compare decimal fractions >
**CCSS.MATH.CONTENT.4.NF.C.7**Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusion...

- Grade 5 > Standards for Mathematical Practice > Number & Operations in Base Ten > Understand the place value system > CCSS.MATH.CONTENT.5.NBT.A.3 >
**CCSS.MATH.CONTENT.5.NBT.A.3.B**Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons....

- Grade 6 > Standards for Mathematical Practice > The Number System > Apply and extend previous understandings of numbers to the system of rational numbers > CCSS.MATH.CONTENT.6.NS.C.7 >
**CCSS.MATH.CONTENT.6.NS.C.7.A**Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right....

- Grade 6 > Standards for Mathematical Practice > The Number System > Apply and extend previous understandings of numbers to the system of rational numbers > CCSS.MATH.CONTENT.6.NS.C.7 >
**CCSS.MATH.CONTENT.6.NS.C.7.B**Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 oC > -7 oC to express the fact that -3 oC is warmer than -7 oC....

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