Goal: identify negative/positive/zero in explicitly referenced situations. Materials: -10 to +10 line, Cards 1–5, tactile markers.
- Notice, 3: Show zero at centre. Ask “What might zero mean?” Accept a chosen reference such as ground floor or game starting balance; there is no universal “bad” side.
- Model, 5: Use fictional lift Card 1. “Ground is 0. Three floors below are -1, -2, -3. I put -3 three equal ticks left on this horizontal line.” Match “below” context to negative label without implying physical up/down is line direction.
- Together, 8: Model Cards 2–5: -5 game points, -2 fictional temperature, -4 sea-level model, +6 rooftop model. For each ask learner to name the reference and sign before plotting. Compare -2 and +6 by positions.
- Try, 6: Learner invents an age-respectful fictional “above/below a named zero” scenario for +4 or -4 and plots it; can select prewritten context and direct adult placement.
- Check, 3: “What integer is three units below the chosen zero? Is zero positive or negative?” Key: -3; neither. If child says -3 always means loss, return to different reference contexts.