Temperature is how hot or cold something is and generally in the UK is measured using the Celsius scale.

Interpret numbers greater than and less than zero in different contexts

Maths

In this unit pupils will  interpret numbers greater than and less than zero. They will read and write negative numbers explain, how the value of a number relates to its position from zero positioning on a number line. In the future unit pupils will estimate the value and position of numbers including negative numbers on unmarked or partially marked number lines and calculate intervals across zero.

In the prior unit pupils compared and ordered 4-digit numbers They learned to round and rounded 4-digit numbers to the nearest 1000, 100 and 10, counted backwards through 0. In this unit pupils will interpret numbers greater than and less than zero. They will read and write negative numbers, explain how the value of a number relates to its position from zero, positioning on a number line.

Negative numbers

Match the location to the temperature description. 

Select all of the options which describe the temperature in Edinburgh.

Order these floors of a building from highest to lowest.

Match the car colours to their current position

Jun put seven marbles in a bag and Sofia took five marbles out. 

Jun put five marbles in a bag and Sofia took seven marbles out. 

Jun put no marbles in a bag and Sofia took four marbles out. 

Jun put four marbles in a bag and Sofia took no marbles out. 

Jun put no marbles in a bag and Sofia took no marbles out. 

Which of the following would result in a positive change?

Jun put five marbles in a bag and Sofia took ten marbles out. 

Jun put ten marbles in a bag and Sofia took five marbles out. 

Jun put one marble in a bag and Sofia took two marbles out. 

Jun put one marble in a bag and Sofia took no marbles out. 

Jun put no marbles in a bag and Sofia took one marble out. 

Which of the following would result in a negative overall change?

Three people got on a bus. At the next stop, seven people got off the bus. Which of these equations correctly describes this scenario? 

17 is the whole. 4 is one part. What is the other part?

one quantity is not worth as much as another

Match the word with the correct definition. 

This lesson will soon be taken down.

Interpret numbers greater than and less than zero in different contexts

Lesson outcome