You will learn
- Compare two integers.
- Order integers.
- Use less than and greater than.
- Solve temperature problems.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
Smaller, written <.
Bigger, written >.
Smallest to largest.
Largest to smallest.
1. Discover: coldest city
Four cities have −5, 3, −2 and 0 degrees. Which is coldest?
2. Understand: ordering integers
- On a number line, numbers to the right are greater.
- −5 < −2 < 0 < 3, so −5 is the coldest.
- Among negatives, the bigger the digit, the smaller the number: −5 < −2.
- Descending: 3, 0, −2, −5.
3. Explore: order
You need a number line.
- Mark each number.
- Read left to right.
- Write with <.
- Check the coldest.
Think about it: what did you notice?
−5 < −2 < 0 < 3.
4. Practise
Guided practice
Question 1. Smallest?
−5.
Question 2. Is −2 > −5?
Yes.
Question 3. Descending order?
3, 0, −2, −5.
Independent practice
- Greater: −3 or −1
- Smaller: −8 or 2
- Order −4, 1, −6 ascending
- Coldest of −2, −9, 4
- Fill: −7 __ −2
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
Temperatures −5, 3, −2, 0. Which is warmest?
Show a sample answer
3.
6. Common mistake
Fix: −1 is greater.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- Right is greater.
- Negatives reverse.
- Use a number line.
9. Next lesson
Next lesson: Integers on number lines. Keep going with the next idea in this course.
Printable worksheet
- Greater: −3 or −1
- Smaller: −8 or 2
- Order −4, 1, −6 ascending
- Coldest of −2, −9, 4
- −7 __ −2
Homework
Order the temperatures of six places.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| Greater: −3 or −1 | −1 | 2 |
| Smaller: −8 or 2 | −8 | 2 |
| Order −4, 1, −6 ascending | −6, −4, 1 | 2 |
| Coldest of −2, −9, 4 | −9 | 2 |
| −7 __ −2 | < | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 −1; 2 −8; 3 −6, −4, 1; 4 −9; 5 <.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Compare two integers | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Order integers | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use less than and greater than | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Solve temperature problems | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Thinking −9 is greater than −1. −1 is greater.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Number line.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: compare two integers; order integers; use less than and greater than; solve temperature problems.
Prerequisite knowledge. Lesson 8.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 35–45 minutes.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need a number line. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Thinking −9 is greater than −1. −1 is greater.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Number line. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.