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Negative numbers in context

CONCEPTUAL
Mathematics›Number Representation & Place Value|Ages 9—10|ID: mt_1KkvzwYxbR

Interpret negative numbers in context (temperature, sea level, bank balance); count forwards and backwards with positive and negative whole numbers, including through zero

Mastery Evidence

  • Place –3, –1, 0, 2, 5 on a number line
  • The temperature is –4°C and rises by 7 degrees — what is the new temperature?
  • Count backwards from 3 in ones: 3, 2, 1, 0, –1, –2

Assessment Prompt

“If the temperature drops to −5°C overnight and rises to 3°C by day, can [child] place both on a number line and say how many degrees warmer the daytime temperature is?”

Prerequisites1

Show full prerequisite tree
  • Negative Numbers hard

    Counting through zero is prerequisite to interpreting negative numbers in context

    • Counting Within 1,000 hard

      Counting backwards through zero extends counting backwards within 1000

      • Counting in 2s hard

        Counting to 1000 by 5s/10s/100s extends skip counting from Year 2

      • The multiples of 100 soft

        Understanding multiples of 100 supports skip counting by 100s

        • A Hundred Is Ten Tens hard

          Multiples of 100 require understanding 100 as a unit

          • A Ten Is Ten Ones hard

            100 as ten tens extends understanding of 10 as ten ones

            • The teen numbers hard

              Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'

              • How Many in Total? hard

                Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • Reading and writing numbers to 20 hard

                Composing/decomposing teen numbers requires reading and writing those numerals

                • How Many in Total? hard

                  Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                • Writing digits 0-9 hard

                  Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

          • The two digits of a two-digit number hard

            Must understand two-digit place value before extending to hundreds

            • A Ten Is Ten Ones hard

              Understanding tens and ones place value requires the concept of 10 as a bundle

              • The teen numbers hard

                Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'

                • How Many in Total? hard

                  Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                • Reading and writing numbers to 20 hard

                  Composing/decomposing teen numbers requires reading and writing those numerals

                  • How Many in Total? hard

                    Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

                    • One-to-one counting hard

                      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                  • Writing digits 0-9 hard

                    Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

            • The teen numbers hard

              General two-digit place value extends from understanding teen number composition

              • How Many in Total? hard

                Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • Reading and writing numbers to 20 hard

                Composing/decomposing teen numbers requires reading and writing those numerals

                • How Many in Total? hard

                  Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

                • Writing digits 0-9 hard

                  Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

Unlocks1