Goal: distinguish location (-4/+4) from equal distance to zero. Materials: equal-tick line and paired markers.
- Notice, 3: Put markers -4 and +4. Ask “Are they the same point?” Key: no. “Are they the same number of units from zero?” Key: yes, four.
- Model, 5: Count four intervals left to -4 and four right to +4. Say “distance is four units for both; direction/sign differs.” Avoid introducing formal absolute-value notation unless school scope calls for it.
- Together, 8: Pair -6/+6, -2/+2, 0/0; identify same-distance partners and location. Use fictional temperature board versus rooftop model to show reference and unit matter.
- Try, 6: Give -5; learner names a different integer the same distance from zero and locates it. Key: +5. Extension: -7 pairs +7, not -0.
- Check, 3: “Which has greater value, -4 or +4? Which is farther from zero?” Key: +4 greater; equal distance. If “farther” mistaken for “greater,” isolate both questions with two colours or textures.