See You Later, Alligator

Year after year students struggle to grasp the comparison symbols. So we revert to tricks like the alligator, crocodile or Pacman “eating” the bigger number. Although these gimmicks may be cute and fun for the students, it is not linked to conceptual understanding.

I was with a group of students recently, and they were using a comparison symbol as part of their Number Talk routine. The students could pick out which symbol to put in the circle with the numbers provided. An example of such problems is in the picture below.

However, when I changed the question and offered them just the symbols and no numbers, the class drew a blank. One student said it could not be solved because it did not have the numbers in place. So here’s my question to you, do students have a real grasp of these comparison symbols, what they represent and how to use them?

Three digit, two digit and one digit number being compared by greater than, less than or equal to

Students misunderstanding symbols is nothing new. Oftentimes when children are younger, they confuse the addition and subtraction symbol. What’s interesting is that we don’t give them meaningless tricks to learn those symbols. Instead, we give them modeling, repeated exposure. Couldn’t we use the same approach with comparison symbols?

Comparison symbols greater than, less than or equal to are given and blank spaces are left for students to fill in the answer

Two students rolling dice to make a comparison expression with the less than symbol

 

 

An activity where students rolling for numbers to make the expression work with a less than symbol

When teaching comparison symbols start off by using the words less than, greater than, and equal to using no symbols.

Then transition to words with the symbol underneath so they have some support.

After that give students typical problems like the first example shown above.

And finally, extend the models so that students are filling in the numbers and the symbols have already been provided for them.

I would also add that this sequence should be used with the upper elementary grades as well. The classroom misconception that I discussed earlier was in a third-grade classroom. As you know by that grade students should be able to link the meaning and the symbol and not rely on a trick.

More activities can be found at:

Teaching The Common Core Math Standards With Hands-On Activities

Developing Number Concepts Counting Comparing and Pattern

Robert Kaplinsky’s Depth of Knowledge charts.

Want to check out more?

MEMBERSHIP SITE:

https://zennedmath.com/online-courses/ 

FACEBOOK GROUP: Zenned Math Teachers

https://www.facebook.com/groups/zennedmathteachers/

YOUTUBE CHANNEL: Zenned Math

https://www.youtube.com/channel/UC5njH_5LoK6G67BvZecGfnw?

WANT ME IN YOUR INBOX? Sign up for my newsletter

https://view.flodesk.com/pages/5efc876dcaabca0028b95eb5

DISCLAIMER: Some links included in this blog might be affiliate links. If you purchase a product or service with the links that I provide, I may receive a small commission. There is no additional charge to you! 

Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset