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Negative Numbers

CONCEPTUAL
Mathematics›Number Representation & Place Value|Ages 8—9|ID: mt_vXRzMbiPff

Count backwards through zero to include negative numbers

Mastery Evidence

  • Count backwards from 5 through zero: 5, 4, 3, 2, 1, 0, −1, −2 …
  • Place negative numbers on a number line
  • Understand that negative numbers are less than zero and use them in context (e.g. temperature)

Assessment Prompt

“Can [child] count backwards past zero into negative numbers — like 3, 2, 1, 0, −1, −2, −3 — without hesitating at zero?”

Curriculum Standards1 alignment

Ma/KS2/Y4/NPV/3The national curriculum in England
Count backwards through zero

count backwards through zero to include negative numbers

Mathematics · Key Stage 2

Prerequisites1

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  • 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)

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