Progression maps: Number – Place value, ordering and rounding
- 1 Progression maps: Number – Place value, ordering and rounding
- 2 Step 1 Objective
- 3 Step 2 Objective 1
- 4 Step 2 Objective 2
- 5 Step 3 Objective 1
- 6 Step 3 Objective 2
- 7 Step 4 Objective 1
- 8 Step 4 Objective 2
- 9 Step 4 Objective 3
- 10 Step 5 Objective 1
- 11 Step 5 Objective 2
- 12 Step 5 Objective 3
- 13 Step 6 Objective 1
- 14 Step 6 Objective 2
- 15 Step 7 Objective
- 16 Step 8 Objective 1
- 17 Step 8 Objective 2
- 18 Step 9 Objective
- 19 Step 10 Objective
Step 4 Objective 2
Order a given set of positive and negative integers.
Examples of what pupils should know and be able to do
Pupils should be able to order a set of positive and negative integers on a number line and on a temperature scale.
- Mathematics Framework examples for Years 4, 5 and 6: Negative numbers, p15
- Temperatures: Vinay and Sam
Probing questions
What do you look for first when you are asked to order a set of positive and negative integers?
Which part of each number do you look at to help you?
Which is larger, −4 or 2?
Give me a number that is between these two integers, e.g. −10 and 3?
Which of the two integers is it closer to?
Give me two temperatures between 0° C and −10° C. Which is the lower? How can you tell?
What if pupils find this a barrier?
The number line is an important visual image.
Extend from the thermometer to use and display a vertical number line.
Count on and back using a counting stick (holding horizontally and vertically).
A common misconception is to think that −8 is greater than −2.
Pupils often ignore the negative sign when ordering negative numbers.
- Mathematics ITP: Thermometer
- Mathematics ITP: Number line
- Targeting level 4 in Year 7: Number 1: N1.1
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- Next:Step 4 Objective 3
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