Starter quiz
- Numbers which are greater than zero are called __________ numbers.
- decimal
- fraction
- integer
- negative
- positive ✓
-
- Select all the correct statements.
- 6 < 7 ✓
- 6 > 7
- 3.2 > 2.4 ✓
- 3.2 < 2.4
-
- Alex thinks of a number. It is 4 away from 10. Select the numbers which Alex could be thinking of.
- 4
- 6 ✓
- 10
- 14 ✓
- 18
-
- Laura borrows £27 from her mum. She pays her mum back £15. How much does Laura still owe her mum? £______
- '12' ✓
- 15 is halfway between two numbers. What could the two numbers be?
- 10 and 20 ✓
- 8 and 23
- 12 and 19
- 0 and 30 ✓
-
- Complete the statement. ______ is halfway between 8 and 18.
- '13' ✓
Exit quiz
- Select all the integers.
- -3 ✓
- -3.3
- 0 ✓
- 0.33
- 33 ✓
-
- Select all of the correct statements.
- -3 < -5
- -5 > - 3
- -3 > -5 ✓
- -4 > -1
- -4 < -1 ✓
-
- Starting with the lowest temperature, put these temperatures in order from coldest to warmest.
- 1⇔-5C
- 2⇔-2C
- 3⇔-1C
- 4⇔0C
- 5⇔2C
- 6⇔7C
- The temperature in Quebec is -12C. It is 5C warmer in Manchester. What is the temperature in Manchester?
- -17C
- -7C ✓
- -5C
- 5C
- 7C
-
- Andeep has a balance of £2.50 at the school canteen. He buys a sandwich for £1.95, some grapes for 85p and some fruit juice for £1.05. What is Andeep's new balance?
- -£3.85
- -£1.35 ✓
- £1.35
- £3.85
-
- A submarine is 250 metres below sea level. The submarine rises 120 metres and then dives down 330 metres. The submarine is now ______ metres below sea level.
- '460' ✓
Worksheet
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Presentation
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Lesson Details
Key learning points
- Negative numbers are present in everyday life.
- Negative numbers exist as they represent values below an agreed zero.
- It can help to think of a context when doing a calculation.
Common misconception
That the difference between 3 & -9 is 6 and not 12.
In the early stages of the negative numbers work the use of number lines to highlight misconceptions can be very powerful.
Keywords
Integer - An integer is any positive or negative whole number or zero. E.g. -2, 0, 153 are all examples of integers.
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