1. Number Line Where are you on the learning journey?
Where do you want to get to?
Level 2 3 4 5 6
Number Line
I can order numbers to 100 using terms such as greater, less than and in between.
I understand and can use place value in numbers up to 1000.
I recognise negative numbers.
I understand simple decimal notation.
I can order decimals to two or three places.
I can order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers.
I can use the symbols =, ≠, <, >, ≤, ≥
I can devise a strategy to ensure that I find all the possible number sentences .
I can explain my reasoning using correct mathematical symbols key words.

2. Write down a number on your mini whiteboard, then get ready…..
LO To compare and order numbers.
RAG
Key Words: Greater Than, Less Than, Equal
18-Nov-1818-Nov-18
Starter Activity
Write down a number on your mini whiteboard, then get ready…..
Teacher instructions for the starter activity are on the next slide. 2

3. Teacher instructions - Starter Activity
Ask each pupil to write down a number on their mini whiteboard as they come into the classroom.
Write down a < sign either on the interactive whiteboard or on a mini whiteboard and hold it up.
Call pupils up in pairs and ask them to position themselves either side of the < sign. Pupils must give their reasons.
Then ask other pupils to join in creating a chain of pupils either side of the sign.
Ask pupils what would happen if the sign was reversed and became a > sign.
If none of the pupils have negative numbers written on their whiteboards ask a child to hold a zero and position them with the < sign. Ask pupils if they can write a number on their board which will enable them to position themselves on the other side of the < sign.
Ask everyone to sit down and then position two pupils with positive consecutive integers, either side of the < sign.
Ask the class if they can write a number on their mini white board which will enable them to position themselves between these two pupils.
(If all of the suggestions are decimal numbers ask pupils to think about what they could use instead of a decimal, leading them to consider fractions.)
Change the positive consecutive integers into negative numbers and ask the class what difference this makes.

4. Choose 4 sets of numbers, either A – D or E – H.
Task One
Choose 4 sets of numbers, either A – D or E – H.
Decide which of the 4 sets of numbers that you have chosen has been arranged from largest to smallest.
Use the number lines provided to help you to do this.
Explain to pupils that you want them to work in pairs and they should only choose card sets A-D if they struggled to understand the positioning of decimals and fractions during the starter activity. If they do choose card sets A-D they must ask for help so that they are able to move on to card sets E-F.

5. Photocopy onto A3 paper.

6. Class Discussion
Invite pairs of students to the board to explain how they ordered the numbers on the number line.

7. Choose one of the three Greater Than or Less Than Challenges.
Task Two
Choose one of the three Greater Than or Less Than Challenges.
Use the numbers and symbols provided to write number sentences. Is it possible to find them all?
What strategies are you going to use?
Display on the board.

8. Greater Than or Less Than? (Integers)
Greater Than or Less Than? (Decimals Easier)
Greater Than or Less Than? (Decimals Harder)
Things to Consider
How many different number sentences do you think you can write?
What strategies are you going to use?
Is it possible to find them all?
Photocopy for pupils.

9. Plenary - Class Discussion
How many number sentences were you able to make?
What strategies did you use?
Was it possible to find them all?
Invite pupils to share their strategies with the rest of the class.