Solve problems involving positive and negative numbers in a range of contexts | Maths

Starter quiz

Match the feature of the coordinate grid with the correct definition.

x axis

⇔

the line on the coordinate grid that runs horizontally ✓

origin

⇔

where the X axis and Y axis cross, usually written as zero ✓

y axis

⇔

the line on the coordinate grid that runs vertically ✓
Tick all of the pairs of values that have a difference of 10.

−5 and 5 ✓

−6 and 6

−3 and 7 ✓

2 and −8 ✓

3 and −6
What is the difference between −10 and 5?

'15' ✓
What is the difference between −10 and −2?

'8' ✓
The temperature in the morning is −3℃. It increases by 5℃. What is the new temperature? ______℃

'2' ✓
This graph shows the changes in temperature over several days in ℃. Tick all the statements that are true.

The temperatures are always negative.

There is no change in the temperature between Sunday and Monday.

There is a decrease in the temperature between Friday and Saturday. ✓

There is a 6℃ difference between the highest and lowest temperatures.

There is a 5℃ difference between the highest and lowest temperatures. ✓

The temperature inside the cabin is 18℃. The temperature outside the cabin is −12℃. What is the difference between the inside and outside temperatures? ______℃

'30' ✓
The temperature was −13℃ at night. Then it increased to 5℃ in the day. What was the change in temperature? ______℃

'18' ✓
The air temperature outside the plane is −25℃. It is 45℃ warmer inside. What is the temperature inside the plane? ______℃

'20' ✓
It is 40℃ warmer inside the plane than outside. What could the inside and outside temperatures be?

20℃ and −20℃ ✓

10℃ and −10℃

30℃ and −10℃ ✓

25℃ and −15℃ ✓

18℃ and −23℃
The vertices of a square have coordinates (3,3), (−3,3), (−3,−3) and (3,−3). Which of the coordinates below would appear outside the square?

(4,2) ✓

(−1,−2)

(−5,1) ✓

(−3,2)

(0,−5) ✓
A pair of coordinates have values of (3,2) and (3,−5). Imagine they are joined to make a line, which is extended beyond the coordinates. Tick all of the coordinates that would appear on the line.

(3, 29) ✓

(−5, 2)

(3,−50) ✓

(7,3)

(3,−2.5) ✓

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Pupils can come unstuck by misreading or misunderstanding the information being presented.

Encourage pupils to consider what information they do know, and plot this on an empty number line, to help work out the unknown information.