Goal: select a suitable reference and justify integer order. Materials: cards, line, assessment Items 1–4 as appropriate.
- Notice, 3: Ask “Could +2 and -2 be compared without knowing whether they use the same unit/reference?” Key: numbers can be ordered mathematically, but a real-world comparison needs common meaning and units.
- Model, 5: Fictional theatre lighting scale with 0 as neutral: -3 lower setting, +2 higher setting. Place both, then state only what the model supports. Do not imply a real theatre's settings.
- Together, 8: Match Cards 1–5 to labelled positions. Learners check an intentionally wrong -4 marker at +4 and explain sign/direction.
- Try, 6: Child writes/dictates a two-sentence explanation comparing -7 and -1 in the same invented game scale. Key: -1 greater because right of -7, six units apart. Alternate tactile markers acceptable.
- Check, 3: Present -6, 0, +4, -2; order least to greatest. Key: -6,-2,0,+4. If order fragile, reteach one-to-one tick moves before coordinate work; allow age-respectful context.