The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers. The focus of this task is on the nature of signed numbers rather than the "part-whole" interpretation of fractions. The standard 7.NS.1 signals a significant shift from working exclusively with positive numbers to working with signed numbers. Theyre a great Maths resource to support counting, place value and basic calculation skills with younger pupils. An absolute value ignores that direction and simply tells you how many units or numbers away from zero something is.
So adding/subtracting is simply about which direction you go in (right or left). Prior experiences counting on and back using number lines, recall of addition and subtraction facts for all numbers to ten and the ability to add/subtract a. The rational numbers are the set of fractions taken together with their opposites: understanding rational numbers requires understanding both fractions and signed numbers. Number lines are a great visual representation of a range of numbers placed along a horizontal line. In the case of the number line, positive means going to the right, while negative means going in the opposite direction, or the left. Fractions are always positive, and when thinking of the symbol $\frac$ as a fraction, it is possible to interpret it as $a$ equal-sized pieces where $b$ pieces make one whole. There is a distinction in the Common Core State Standards between a fraction and a rational number.
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