Positive and negative numbers
Year 5 Summer 1
Count on and back in steps of a constant size, extending beyond zero when counting back
Previous learning
Core for Year 5
Extension
Use and read these words:
Use, read and begin to write these words:
Use, read and write these words:
positive number, negative number, …
plus, minus, above zero, below zero, …
positive number, negative number, …
plus, minus, above zero, below zero, …
positive number, negative number, integer, …
plus, minus, above zero, below zero, …
Count on and back in steps of 3 or 4.
Count on and back in steps of constant size, e.g.
Count on and back in steps of constant size, e.g.
Using a number line or 100-square as support:
• Count from 0 in steps of 3 to 30, then 4 to 40.
Count back again.
• From 0, and then from any small number, count on in 2s,
3s, 4s, 5s to about 30, and then back, continuing through
zero.
• Count in 11s from zero to 132, then count back.
Can you go on past zero?
What happens if you start at 133 and count back in 11s?
• Look at these numbers. Count along the line.
Which numbers are missing?
• From 5, count on to 95 in 10s. Now count back, continuing
through zero. What do you notice?
• Count in steps of 0.1 from 0 to 3, then back, continuing
through zero. Repeat with steps of 0.25 from 0 to 5.
3
4
6
8
15
16
21
24
32
30
40
Now start at 4. Count on to 94 in 10s. Now count back,
continuing through zero. What do you notice?
• Count in 50s to 1000 and in 25s to 500, then back.
Order positive and negative numbers on a number line or temperature scale
Previous learning
Core for Year 5
Extension
Count back through zero:
Count back through zero in steps of constant size, e.g.
Count back through zero in steps of constant size, e.g.
three, two, one, zero, negative one, negative two, …
seven, three, negative one, negative five, …
zero point two, zero point one, zero, negative zero point
one, negative zero point two, …
Recognise negative answers on a calculator, e.g.
• Enter 15 – 20 on a calculator and interpret the display
as –5.
- 5.
100
Recognise and use positive and negative whole numbers on
a temperature scale, e.g.
Order positive and negative numbers on a temperature scale,
e.g.
• What temperature does this thermometer show?
(minus 2 °C)
• What temperature does this thermometer show?
• Which temperature is colder: –4°C or –2°C?
• Write these temperatures in order from hottest to coldest.
92°C
© 1 | Year 5 | Summer TS2 | Positive and negative numbers
37°C
–12°C
73°C
• Joe makes a sequence of numbers starting with 100.
He subtracts 45 each time.
Write the next two numbers in the sequence.
12°C
55
10
F
F
–2°C
A few examples are adapted from the Framework for teaching mathematics from Reception to Year 6, 1999
Previous learning
Core for Year 5
Extension
Recognise and use positive and negative whole numbers on
the number line, e.g.
Order positive and negative whole numbers on a number
line, e.g.
Order a set of positive and negative numbers.
e.g.
Respond to questions such as:
Respond to questions such as:
Respond to questions such as:
• Fill in the missing numbers on this part of the number line.
• Draw an arrow to point to –2.
• What number is the arrow pointing to?
•
• Put these numbers in order, least first:
• Put these numbers in order, least first:
Put these shuffled cards (from –15 to 5) in order.
–2
–8
–1
–6
–4
–37
4
29
–4
–28.
Calculate a rise or fall in temperature
Calculate a rise or fall in temperature, e.g.
Find the difference between a positive and a negative
integer, and between two negative integers, in a context such
as temperature or on the number line, e.g.
• The temperature rises by 15 degrees. Mark the new
temperature reading on the thermometer.
• The temperatures were:
inside
outside
–2°C
–7°C
What is the difference between these two temperatures?
• The temperature in York is 4°C.
Rome is 7 degrees colder than York.
What is the temperature in Rome?
• What temperature is 10 degrees higher than –8°C?
• The temperature is –3°C.
How much must it rise to reach 5°C?
© 2 | Year 5 | Summer TS2 | Positive and negative numbers
• The temperature is –5 °C. It falls by 6 degrees.
What is the temperature now?
• The temperature is –11 °C. It rises by 2 degrees.
What is the temperature now?
• The temperature at the North Pole is –20 °C.
How much must it rise to reach –5 °C?
A few examples are adapted from the Framework for teaching mathematics from Reception to Year 6, 1999