Explain how the value of a number relates to its position from zero | Maths

Starter quiz

Tick all of the statements which are true.
- 15.6 is greater than 9.2 ✓
- 9.2 is less than 15.6 ✓
- 15.6 < 9.2
- 9.2 > 15.6
- 9.2 < 15.6 ✓
Which of these statements describe the thermometer?
- It is a negative value. ✓
- It is below zero. ✓
- It is less than zero. ✓
- It shows −28 ✓
- It shows −32
In a building with below-ground floors, which of these floors would be in between −2 and −5?
- −1
- −4 ✓
- 0
- −3 ✓
- −36
Laura uses the lift to go to the second floor below the ground. Use the negative symbol to write the number of the floor.
- '-2' ✓
Order these elevations from highest to lowest.
- 1
  
  ⇔
  
  25 m
- 2
  
  ⇔
  
  10 m
- 3
  
  ⇔
  
  0 m
- 4
  
  ⇔
  
  -20 m
- 5
  
  ⇔
  
  -21 m
What is the value being shown on the thermometer? ______℃
- '-25' ✓

Match the keyword with the definition.
- scale
  
  ⇔
  
  a number line with equal divisions or values ✓
- horizontal
  
  ⇔
  
  a line that goes side to side, like the horizon ✓
- positive
  
  ⇔
  
  values greater than zero ✓
- negative
  
  ⇔
  
  values less than zero ✓
Which of these numbers would appear to the left of zero on a horizontal number line?
- −12 ✓
- 0
- −500 ✓
- 30
- −1 ✓
Describe the distances of −5 and 10 on a number line. Tick all options that apply.
- −5 is closer to zero. ✓
- 10 is closer to zero.
- −5 is further from zero.
- 10 is further from zero. ✓
- They are the same distance from zero.
Describe the distances of 10 and −10 on a number line.
- −10 is closer to zero.
- 10 is closer to zero.
- −10 is further from zero.
- 10 is further from zero.
- They are the same distance from zero. ✓
Order the following values as they would appear on a horizontal number line, from left to right.
- 1
  
  ⇔
  
  −60
- 2
  
  ⇔
  
  −6
- 3
  
  ⇔
  
  −1
- 4
  
  ⇔
  
  0
- 5
  
  ⇔
  
  1
Tick all the statements which are true.
- −1 > 1
- −1 < 1 ✓
- −1 = 1
- −8 > −5
- −5 > −8 ✓

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When comparing a pair of numbers such as 3 and −3, pupils may think they are of equal value.

Use of number lines, ideally displayed in the classroom, will help pupils to see that numbers increase in value the further right they are.