Step 2 Objective
Recognise negative numbers in contexts (e.g. on a number line, on a temperature scale).
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
Probing questions
Give me an example of a temperature when it is really cold. Give me a temperature when it is colder.
What could −£10 mean?
Can you give me an example of where we come across negative numbers in real life.