# Using Greater Than and Equal To Symbols

In this worksheet, students will identify the larger number in pairs including decimals and negative numbers, using the correct symbol to define the relationship (<, >, =).

Key stage:  KS 4

GCSE Subjects:   Maths

GCSE Boards:   Pearson Edexcel, OCR, Eduqas, AQA

Curriculum topic:   Number, Algebra

Curriculum subtopic:   Structure and Calculation, Algebraic Inequalities

Difficulty level:

### QUESTION 1 of 10

In maths, we need to be able to to put numbers in order.

This means we have to be able to say, for two numbers, which one is bigger and which one is smaller.

Instead of using words, we use symbols:

> represents 'greater than'

for example, 7 is greater than 5 would be written as 7 > 5

< represents 'less than'

for example, 6 is less than 10 would be written as 6 < 10

When we are writing these symbols, a handy tip to remember is that the bigger number always goes at the open end.

How do we tell which number is bigger?

If you can't say straightaway which number is bigger, the easiest way to decide is to use a number line, remembering that the numbers get bigger as you go to the right.

In this activity, you will practise adding in the correct symbol to compare two numbers.

Some of these numbers may be negatives or decimals.

In this question, you need to choose the correct symbol that will correctly complete the equation below.

Hint: its either '>' or '<'.

3 _ 7

In this question, you need to choose the correct symbol that will correctly complete the relationship below.

6 _ 2

>

<

Select the correct symbol (either > or <)  to complete the question below.

19 _ 19.2

Which of these two numbers is larger?

21

20.5

In this question, you need to use the correct word(s), not symbol, that will complete the equation below.

21

20.5

Which of these two numbers is greater?

- 3

7

Which symbol completes the equation below?

Hint: Take your time with this one so you don't get caught out!

1 _ -1

=

>

<

Don't panic if you are finding the equations with minus signs tricky, we'll practise some more.

Complete the equation below with the correct symbol:

- 5 _ - 3

>

<

=

Choose the correct symbol to complete the equation below.

-6 _ -2

<

>

Can you spot which is the correct symbol that will complete the relationship below?

Take your time with this one.

-9 _ -9

>

=

<

• Question 1

In this question, you need to choose the correct symbol that will correctly complete the equation below.

Hint: its either '>' or '<'.

3 _ 7

<
EDDIE SAYS
How did you do? Remember that the larger number is always placed at the open end of the symbol. You've got this, maths whizz!
• Question 2

In this question, you need to choose the correct symbol that will correctly complete the relationship below.

6 _ 2

>
EDDIE SAYS
Good effort! Remember that the number with the greatest value goes on the open-ended side of the symbol. You will get better at this with each practice question!
• Question 3

Select the correct symbol (either > or <)  to complete the question below.

19 _ 19.2

<
EDDIE SAYS
Does using decimals make it any more challenging? Or do the same rules apply? 19.2 is further to the right on a number line so it is greater than 19. Remember that there are 10 tenths in a whole number, so 19.2 is two-tenths larger than 19.
• Question 4

Which of these two numbers is larger?

21
EDDIE SAYS
21 is further to the right on the number line, therefore it is bigger than 20.5. 5 tenths larger to be precise. Decimals are a little trickier, so well done if you are getting these ones right!
• Question 5

In this question, you need to use the correct word(s), not symbol, that will complete the equation below.

EDDIE SAYS
Don't forget that 'bigger than' isn't the correct language to use, you would not get the mark for this in an exam. You need to use the term 'greater than'.
• Question 6

Which of these two numbers is greater?

- 3

7

7
EDDIE SAYS
7 is further to the right on a number line. Therefore, 7 is greater than -3. Are you getting the hang of these now?
• Question 7

Which symbol completes the equation below?

Hint: Take your time with this one so you don't get caught out!

1 _ -1

>
EDDIE SAYS
Did you think that the two numbers were equal because they both contain the number 1? This is a really common mistake to make. However, 1 is greater than -1, as it is further to the right on a number line. Well done if you got this one right; keep up the great progress!
• Question 8

Don't panic if you are finding the equations with minus signs tricky, we'll practise some more.

Complete the equation below with the correct symbol:

- 5 _ - 3

<
EDDIE SAYS
Don't be confused by the negatives! Negative numbers behave the opposite way to positive numbers. Therefore, -3 is greater than -5, as it is further to the right on the number line. You can always draw a number line to help you, if you're at all unsure.
• Question 9

Choose the correct symbol to complete the equation below.

-6 _ -2

<
EDDIE SAYS
-2 is further to the right on the number line, so -2 has a greater value than -6. This one's tricky as it uses negative numbers. You'll find drawing a number line to be a helpful tool for these questions. Don't get caught out, maths genius!
• Question 10

Can you spot which is the correct symbol that will complete the relationship below?

Take your time with this one.

-9 _ -9

=
EDDIE SAYS
Examiners love throwing in trick questions like these. If the two numbers are the same, one can't be bigger or smaller than the other as they are equal to each other. Well done if you spotted this! You've successfully completed this activity, why not try another exercise for some more practise?
---- OR ----

Sign up for a £1 trial so you can track and measure your child's progress on this activity.

### What is EdPlace?

We're your National Curriculum aligned online education content provider helping each child succeed in English, maths and science from year 1 to GCSE. With an EdPlace account you’ll be able to track and measure progress, helping each child achieve their best. We build confidence and attainment by personalising each child’s learning at a level that suits them.

Get started