7a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.

While students have dealt with the inequality symbols > and < before, they've never had to use them with negative numbers. They've been taught for so many years that 7 is greater than 3, it'll be tough for them to think of -3 as being greater than -7. It goes against all their natural instincts.

Basically, they need to be able to take an inequality statement and dissect it into what it's really all about: the position of numbers on the number line. So in their math scratch work and in their love letters, students should be drawing number lines with reckless abandon to help them understand and interpret inequality statements. Yes, even in their love letters.

Keep in mind that while we're expecting them to use number lines to understand these inequalities, we aren't expecting them to write inequalities like these. Well, not until the next standard, anyway.