A good example of how to make a simple thing complicated.
Three, as the = is simply the one where both ends are equal. And then you get the double-signs ≤ and ≥, bringing the total count to 5.
Likewise, how I learned it. One rule to learn them all, one rule to find them . . .
I can’t see how any of the other mnemonics discussed above improve upon that.
since we’re inventing stuff now - think of it as a Doraemon enlarge/shrinking device shaped like a funnel. you walk out the big end and come out tiny, or walk in the tiny end and come out large.
Pacman - you have the regular sized bites facing you, and a trail of tiny poop behind.
I’ve known intelligent people who need to use one of the mnemonics, but I honestly don’t understand it. My brain must function totally differently from theirs. I honestly can’t think of anything more intuitive than small side:small number, large side:large number, especially when you have the equal sign with two equal sides for when the numbers are the same. Not getting it would be like not getting which way to move the mouse to make the curser move left.
I’m sure there are things I don’t get that must be as baffling to other people, but it really is a mystery to me.
Open side means greater than, closed side means less than, read it from left to right:
X > Y = X is greater than Y.
X < Y = X is less than Y.
But really I’ve never needed a mnemonic for it. It always points towards the smaller number.
It’s not a difference, it’s exactly the same thing: going from less to more, and going from more to less. Jeez, guys, this is self-explanatory.
The method of remembering I learned: there are fewer left handed than right handed people in the world, so the arrow pointing left means smaller (as in smaller number of people).
I have been taught in primary school and have always imagined ‘the bigger chicken pecks at the smaller’.
The best way to remember it is to remember the story of David and Goliath. How did David beat Goliath? With a slingshot. What does a slingshot look like? Something akin to: -< . Now just drop the - and you are left with <. Now which way do you have to hold a slingshot in order to kill the giant? Let D = David and G = Goliath.
D -< G
or
D >- G
Obviously you have to hold it so the sling opening is away from you and you are holding onto the handle. So the answer is D -< G. Now, who was bigger? David or Goliath? If Goliath was greater than David (in size), then that means David was less than Goliath. Or in other words
D -< G
now just get rid of the handle and you have
D < G or David Less Than Goliath
If that’s not a simple easy way to remember it, I don’t know what is!!! 
Bravo!
Alligator always eats the bigger!
I’m amazed at the lengths taken to explain a concept that should be accessible to a 4 year old. The little thing goes where the lines are close together, the big thing goes where they are far apart.
This is how I was taught it. The bigger number is pointing and laughing at the smaller number.
Me too. I can’t be very sure that all of the responses to this topic are even serious - some of them seem to be “It’s really simple, all you have to remember is [something horribly convoluted and non-memorable]”
Well, certainly the Dave and Goliath one was a bit of fun, but none of the other ones seem particularly complex. To this day, I still see Pac Man eating the bigger number, although the music notation parallel follows closely, if not simultaneously.
I always found the concept self-explanatory, but I think the ideas in here that it should be that way is kind of missing the point. Most of the time people who struggle with this sort of thing are struggling with the concept in general, so an explanation along the lines of “you’ll understand the symbol when you understand the concept” is sort of vicious cycle of ignorance. This is why something like the hungry aligator, which is what I learned, is helpful. I think for most kids, they’ll intuitively understand that concept and then they can tie it together with the concept of inequality itself.
For older students, that visualization probably isn’t very helpful since they’re probably not doing the visual concepts for math like younger students do, so the mneumonic device of “<ess than” is probably more helpful, or maybe the “smaller end to the smaller number, bigger end to the bigger number” one.
Yes. Memorize it.
“<” look like an “L” and mean "L"ess-than.
1 < 2
You don’t need any trick. The damn things are self-explanatory. All you have to do is look at them and engage your brain, if any.
You have no idea what self-control it took, not to type this in all caps.