**Directed numbers - fifth and sixth class **

Content for fifth class

*The child should be enabled to*

- Identify positive and negative numbers in context.

*Examine and discuss money affairs, video counters and calculator displays, sports reports, golf scores, temperature, sea level and lifts, leading to the need to*

distinguish between amounts above and below zero?

Refer to positive and negative numbers as ‘positive seven’ and ‘negative three’. Record positive and negative numbers with + or - signs raised e.g. + 7, - 3.

Pupils draw and label a thermometer, mark in temperatures and consult weather forecasts in newspapers.

Content for sixth class

*The child should be enabled to*

- Identify positive and negative numbers on the number line.

*Walk the number line to experience positive and negative numbers that arise in discussion and/or in context, identify and mark positive and negative numbers on*

personal and class number lines. - Add simple positive and negative numbers on the number line.

*Add simple positive and negative numbers by walking the number line and by counting on the class and personal number line e.g. +5 + -7 = ? 9 + -3 = ?*

-8 + +2 =?

Add positive and negative numbers that arise contextually, e.g. a golfer’s score over four rounds was 6 under par, 2 over par, 3 under par, and 1 under par; what was her final score relative to par?