I will try to answer without making a long essay about it.
First semantics...
@mso489 posted about semantics. I learnt the language using similar semantics and IMO mathematics uses similar semantics. Having said that semantics of a language evolve, so I don’t have an opinion on that.
Your post was about mathematics.Assuming we are still using MSO’s semantics...
A number also needs to have a context to be useful.In this specific case we are using the concept of a discreet variable or a continuous variable as a context.Continuous variables can take all possible values in the domain. For the tobacco example, you can have 2 oz, but you can also have 2.13674321 oz, or for that matter any value as long as you have the means of measuring it. In the semantic usage of continuous variables, you use “less”, etc
Now let’s go to the concept of discreet variables. These can only take certain states in the domain. In the example of pipes, you can have 1 pipe, 2 pipes but you cannot have 1.1456 pipes. That does not make sense. Semantically you would use words that count like “fewer”
Finally let’s take the case of a math teacher teaching arithmetic. In most cases, the concept of numbers is taught using a number line. So there is an implied context ... numbers are continuous and therefore the words “less than”
Mathematics is absolute... but language semantics change, so if you are using different semantics, then the discussion would not end. However the fun part is all of us are understanding each other “mostly” so the discussion is purely academic.
Are there infinite numbers between 1 and 2? Because it seems like that might apply to your pipe statement...
What about when dealing with the integers 4 and 5? The integer 4 must still be less than 5, no? Yet there are no integers between the two...?