Integer Unit - Nicole Provost's Teaching...

Integer Unit

Day 1

Introduction to opposites:

Opposite scavenger hunt

Day 2

Identifying and solving zero pairs:

Mystery number and Go Fish for zero

pairs

Day 3

Ordering negative numbers:

Human number line

Day 4

Adding and subtracting negative

numbers: M&M activity

Day 5

Assessment: Integer card game

Name: Nicole Provost Grade Level: 6th

Date: December 9, 2013 Length: 45 minutes

Title/theme/focus of lesson: Opposites

Common Core State Standards for Mathematics:

NS.C.5: Understand that positive and negative numbers are used together to describe quantities

having opposite directions electric charge); use positive and negative numbers to represent

quantities in real-world contexts, explaining the meaning of 0 in each situation or values (e.g.,

temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative

NS.C.6a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on

the number line; recognize that the opposite of the opposite of a number is the number itself, e.g.,

–(–3) = 3, and that 0 is its own opposite.

Standards for Mathematical Practice:

MP1: Make sense of problems and persevere in solving them.

MP2: Reason abstractly and quantitatively.

MP3: Construct viable arguments and critique the ideas of others.

MP4: Model with mathematics.

MP5: Use appropriate tools strategically

MP6: Attend to precision.

Learning outcomes/objectives:

Students will be able to identify and express objects, words, and numbers as opposites.

Vocabulary: opposites, vocabulary on cards is accompanied by a picture

Assessment:

Teacher will ask clarifying questions throughout instruction to check for understanding.

The teacher will circulate during independent and group work to assess for understanding and

help students who need further guidance.

The scavenger hunt paper will be collected and used as a form of assessment.

Materials:

Scavenger hunt worksheet, scavenger hunt cards, pencils, clipboards

Room Environment:

Students will sit in their desks (arranged in groups of 6) for the whole class instruction. Students

will then walk around the room to complete the scavenger hunt with the worksheet, pencil, and

clipboard in hand. The scavenger hunt will already be set up before instruction begins.

Modifications for diverse learners:

ELLS: Pictures will be provided on the cards and the worksheet so students don’t struggle to

understand the vocabulary.

Special Needs: Pictures will be provided on the cards and the worksheet so students don’t

struggle to understand the vocabulary. These students may need extra time and guidance to finish

the activity.

Multiple Intelligences: These students may work with and talk their answers out with a partner.

Movement is being provided for kinesthetic learners and visual learners are being provided the

cards.

GATE: These students will be challenged to come up with more opposite vocabulary words.

Instructional Procedure:

Anticipatory Set/Orientation: Students will be asked what they think of when someone says ‘opposite’. They will then be asked to think of an opposite example, share it with a

partner and then share as a class.

Teaching/Instructional Process (input and modeling): The definition of ‘opposite’ will

be said, “having a position on the other or further side of something,” and repeated by the

class, used in a sentence and more examples of the word will be given.

Guided Practice and Monitoring: Students will then be instructed that the words on the worksheet they will receive have their opposites written on cards around the room. The

first problem on the worksheet will then be done together as a class. The sentence frame

under each picture and word must be filled in when the answers are found.

Monitoring/Check for understanding: The teacher will circulate while students are working and check for understanding and help those who need help.

Closure: The teacher will draw a number line on the board and will extend it in order to show negative integers. The teacher will then fill the negative side in by saying “the

opposite of ______, is negative _______.” The class will then fill in the rest of the

number line repeating what the teacher says.

Independent Practice: Students will be responsible for composing a list of seven

opposite objects, words, or numbers.

Sources: Pictures are from Google clip art

Opposite worksheet! Name: ______________________

Big The _________________of big is _______________.

Card Number __________.

Clean The _____________of clean is______________.

Card Number____________.

Happy The ______________of happy is _____________.

Card Number_____________.

Tall The ____________of tall is ______________.

Card Number___________.

Hot The _____________of hot is ____________.


Strong The ____________of strong is __________.


Right The ______________of right is ____________.


Up The _____________of up is ________________.


Positive The ____________of positive is____________.

Card Number______________.

Card Number 1

Down

Card Number 2

Sad

Card Number 3

Negative

Card Number 4

Left

Card Number 5

Weak

Card Number 6

Dirty

Card Number 7

Cold

Card Number 8

Short

Card Number 9

Small



Title/theme/focus of lesson: Zero pairs

















Students will be able to identify and express numbers as opposites. Example: -3 is the opposite

of 3.

Students will be able to pair up and identify opposites as equal to zero.

Vocabulary: opposites, negative numbers, zero pairs

Assessment:


The teacher will circulate during independent and group work to assess for understanding and help students who need further guidance.

The recording paper will be collected and used as a form of assessment.

Materials:

Integer cards, playing cards, pencils, recording sheet, whiteboards

Room Environment:

Students will walk around the room in order to determine the mystery integer on their back.

Students will then work in groups of four and play ‘go fish’ in order to collect as many zero pairs

as possible.

A number line will be written on the board for instruction.


ELLS: Students will be given sentence frames in order to describe their peers’ mystery number.

These students will also be given many pictorial examples of what they are looking for in order

to succeed at playing the ‘go fish’ game.

Special Needs: These students may need extra time and guidance to finish the activity. The

sentence frames and pictures may be helpful for them as well.

Multiple Intelligences: Partner work, movement, manipulatives, and visuals are being provided

for these students.

GATE: These students will be challenged to come up with a product of zero using three cards

instead of two.


Anticipatory Set/Orientation: A review of yesterday’s opposite numbers will occur on the board. Each student will be given an integer, without knowing what it is. This number

will be taped on each student’s back and each student must find a classmate and ask what

integer they have on their back. The students must respond by stating the number using

an opposite statement. For example, if the student had the number -5 on their back, the

student would respond with “the opposite of 5 is on your back.” The student would then

know their mystery integer.

Teaching/Instructional Process (input and modeling): Students will then be introduced to the concept of zero pairs. When opposites are added together they will

always make zero. This will be demonstrated using the number line on the board, -8+8=0.

7+-7=0.

Guided Practice and Monitoring: Students will then be given three practice problems

that they must solve by showing work on a number line. This can be done on whiteboards

and held up when finished. The teacher will circulate while students work and help those

who need it. If students don’t understand the concept they will struggle to play the ‘go

fish’ game.

Monitoring/Check for understanding: The teacher will then explain the rules for the ‘go fish’ game. The standard rules apply, however, instead of finding matching pairs,

students will be looking for zero pairs. The directions for ‘go fish’ are on the attached

worksheet.

Closure: The zero pairs that each student collected will be recorded on the worksheet and collected after the game is finished.

Independent Practice: Students will complete the integer worksheet for homework.

Sources: None

Go Fish for Zero Pairs

Normal rules apply:

Each player is dealt five cards to begin the game and the remaining cards are placed in the middle. This will be the ‘go fish’ pile.

Choose a player to start the game and they may ask another player for any card they need,

by saying “___Name__do you have any __card color and name__?”

If that player doesn’t have the desired card they were asked for they will say ‘go fish’ and the player that asked will draw a card from the ‘go fish’ pile.

If the player did have the desired card, they would give it to the player who asked and that player would place their collected zero pair in front of them.

Continue around the circle counter-clockwise.

The game is over when a player runs out of cards or the ‘go fish’ pile becomes empty.

The player with the most zero pairs in front of them wins.

New rules!!

Players are no longer looking for matching pairs of cards. They are now looking for zero pairs.

Red cards are negative numbers.

Black cards are positive numbers.

J’s= 11

Q’s=12

K’s=13

A’s are wild, but the color of the card still applies.

For example: If a player has a red five in their hand, they want to ask a player for a black five in

order to make a zero pair.

The person with the most zero pairs at the end wins.

*Each player is responsible for recording their collected zero pairs on the worksheet at the end of

the game.

Name:________________________

Zero Pairs Worksheet

Go Fish Game

Positive Card (Black) Negative card (Red)

Integer Worksheet

1. The opposite of 5 is _______________________.

2. The opposite of -8 is ______________________.

3. 8 +_______ =0

4. -3 +_______=0

5. 6 +________=0

6. -2 +_______=0

7. -4 +_______=0

8. 9 +________=0

9. 35 +_______=0

10. -122+______=0

Challenge Problems

11. 5+2+________=0

12. -12+______+_____=0



Title/theme/focus of lesson: Ordering positive and negative integers


NS.C.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.









Students will be able to order integers from least to greatest and greatest to least.

Students will be able to determine which integer is bigger when provided with two.

Vocabulary: greatest, smallest, negative numbers, integers, compare, order

Assessment:


The teacher will circulate during independent and group work to assess for understanding and

help students who need further guidance.

The recording paper will be collected and used as a form of assessment.

Materials:

Tape/chalk, number cards, students, worksheet, pencils

Room Environment:

Students will be handed a number card and be instructed to stand up and order themselves from

largest to smallest on the number line provided. (Depending on the environment, this will either

be a tape number line done in the classroom, or a chalk number line done outside.)

.


ELLS: Students will be given an already ordered number line. Their job is then to identify their

integer and the integers that surround it, and place themselves accordingly.


number line will help them as well.

Multiple Intelligences: Group work, movement, manipulatives, visuals and guided instruction

are being used for these students.

GATE: These students will be challenged to pick three integers and add or subtract

appropriately in order to make zero pairs learned in yesterday’s lesson.


Anticipatory Set/Orientation: An empty number line will be drawn on the board and the students will fill in the blanks one by one. If there are 30 students in the class, 30

places for integers would need to be drawn so every student can fill in a blank. Each

student will be called up to the board and will fill in the integer of their choice. The

number line will be left on the board for student’s to reference during the whole class

activity.

Teaching/Instructional Process (input and modeling): The teacher will then hand each

student a card with an integer on it. Students may look at the card and begin to think

about where on the number line it falls. Students will then be directed to the ‘human

number line’ either taped inside or drawn outside with chalk. The students will then be

instructed to arrange themselves in the proper order.

Guided Practice and Monitoring: The teacher will then ask guided questions regarding which number is bigger/smaller. Two positive numbers should be compared first. The

teacher should guide students to the realization that the number on the right will always

be larger. Then negative numbers can begin to be compared orally.

Monitoring/Check for understanding: The teacher will then explain that students are to go around the room and find 10 of their peers. Using the same number each student was

assigned from the previous activity, they are to compare their peers’ number to their own.

This information will be recorded and collected on the worksheet.

Closure: Students will fill in the blanks to the sentence frames on the board aloud as a class. Bigger/larger numbers are always farther to the ___________ on the number line.

Smaller numbers are always farther to the ___________ on the number line.

Independent Practice: Students will complete the comparing/ordering numbers

worksheet for homework.

Sources: Worksheet is taken from:

http://www.erusd.k12.ca.us/ProjectAlphaWeb/index_files/NS/Comparing%20and%20Ordering

%20Integers%20%284%29.pdf

http://www.erusd.k12.ca.us/ProjectAlphaWeb/index_files/NS/Comparing%20and%20Ordering%20Integers%20%284%29.pdf

http://www.erusd.k12.ca.us/ProjectAlphaWeb/index_files/NS/Comparing%20and%20Ordering%20Integers%20%284%29.pdf

Name:_______________________________

Comparing Integers

Your Integer Compare: Which is larger? Your Classmate’s Integer

5

> -4

Your Integer Compare: Which is smaller? Your Classmate’s Integer

5

< 8

Arrange your peers’ integers from least to greatest:

Least Greatest

_____, _____, _____, _____, _____, _____, _____, _____, _____, _____



Title/theme/focus of lesson: Adding and subtracting positive and negative integers

















Students will be able to use manipulatives to represent an equation that adds and subtracts

integers.

Students will be able to add and subtract negative numbers.

Vocabulary: subtraction, addition, negative numbers, integers, plus/add the opposite

Assessment:



The recording worksheet will be collected and used as a form of assessment.

Materials:

Document camera, M&M’s, checkers, worksheet, pencil

Room Environment:

Students will start seated in their desks during guided instruction. The document camera will be

set up and ready to use for demonstration. Students will then work in pairs to complete the

worksheet.

.


ELLS: Students will be given a labeled sample and example page with the use of the

manipulatives and how to properly add and subtract integers. Students may use a number line for

guidance.


labeled worksheet will help them as well. A number line and moving the number the correct

spaces may be helpful.

Multiple Intelligences: Partner work, demonstration, and manipulatives will be used for these

students. They may also go outside to finish the partner work. These students may also use a

number line to better visualize the process.

GATE: These students will be challenged to add and subtract larger integers that would be

challenging to use manipulatives for.


*Red and brown M&Ms can be used for this activity, but if not enough can be collected or

found, checkers will work as well.

Anticipatory Set/Orientation: The teacher will start off with a demonstration under the document camera. Students will have the manipulatives in front of them so they can do

the activity along with the teacher. Zero pair examples, which students learned yesterday,

will be done first. The brown M&M’s (or black checkers) represent positive numbers and

red M&M’s (or red checkers) represent negative numbers. The first example would be

something like: -3+3. Three red manipulatives and three black manipulatives would then

be placed under the document camera. The teacher would then explain how each pair of

opposite colors cancel each other out and the zero pair concept will be reinforced.

Students will then do a zero pair example on their own.

Teaching/Instructional Process (input and modeling): The teacher will then do an example of a nonzero pair. An example, 5+-7 will then be done under the document

camera. Five black manipulatives and seven red manipulatives will be placed under the

document camera and the zero pairs will be pushed aside like students know how to do

already, the 2 red manipulatives that remain will then be analyzed and the teacher will

explain that this is the answer. The teacher will then proceed to do subtraction problems

and explain to students that every subtraction problem should be turned into an addition

problem but adding the opposite: 5-8 will then become 5+-8. The manipulatives then can

be used appropriately, zero pairs matched up and the remaining manipulatives recorded

as the answer. Several examples of this concept should be done. Emphasize that adding

the opposite only needs to be done when the equation is in subtraction form. These

examples should also be demonstrated using a number line so students can better

visualize the process.

Guided Practice and Monitoring: Students will then be given a worksheet and the

problems will each be done using the manipulatives. Students may work in pairs and each

problem and manipulatives used should be drawn in the corresponding space. Each

problem also needs to be identified when students had to add the opposite.

Monitoring/Check for understanding: The teacher will circulate while students are working and check for understanding during the guided instruction. The completed

worksheet will then be collected for assessment.

Closure: The teacher will ask students guided questions like, “What did you notice about

the sign of the answer when doing these problems?” Students will hopefully notice that

when the negative sign was in front of the bigger number the answer was negative.

Students will also repeat after the teacher: “Only add the opposite when the problem is in

subtraction form.”

Independent Practice: Students will complete the review worksheet for homework.

Sources: None

M&M Integer addition/subtraction

*Remember to add the opposite when the equation is in subtraction form and draw the

manipulatives in the box provided. A number line may be helpful as well. Check the box in the

lower right hand corner if you had to add the opposite.

1. 5 + -7=________

2. -2 + 9=________

3. -3 - -7

4. 6 - -5

5. 8 + -3

6. -7 + 6

7. -3 - -8

8. 4 + -2

9. -10 - 6

10. 7 - -3

Name:_________________________

Review Worksheet

1. The opposite of 5 is _____.

2. The opposite of -8 is _____.

3. 3 + ____ = 0

4. -6 + ____ = 0

5. -4 + ____ + ____ = 0

6. -9 + ____ + ____ = 0

Which integer is bigger? Use <,>, =

7. -6 _____ 4

8. 5 ______ -2

9. -4 ______3

10. -5+5 _____6+-6

Order from least to greatest.

5, 8, -3, -1, 2

____, ____, ____, ____, ____

Order from greatest to least

-10, 6, -7, 9, -4

____, ____, ____, ____, ____



Title/theme/focus of lesson: Adding and subtracting positive and negative integers assessment

















Students will be able to use manipulatives to represent an equation involving adding and

subtracting integers.

Students will be able to add and subtract negative integers.

Vocabulary: subtraction, addition, negative numbers, integers, add the opposite

Assessment:



The recording worksheet will be collected and used as a form of assessment.

Materials:

Document camera, M&m’s, checkers, worksheet, pencil, playing cards

Room Environment:

Students will start seated in their desks during review. The document camera will be set up and

ready to use for demonstration. Students will then work in groups to play the integer math game.


ELLS: Students will be given a labeled sample and example page with the use of the

manipulatives and how to properly add and subtract integers. Students will be given the

instruction sheet with visuals to help students complete the game. If students run out of time

during throughout the game, calculations can be done after the game is finished.

Special Needs: These students may need extra time and guidance to finish the activity. Students

may add and subtract after the game is over if they need more time. The labeled worksheet and

instruction sheet will help them as well.

Multiple Intelligences: A group game, and manipulatives are being used for these students.

They may also draw pictures to show their work and use a number line to better visualize the

process.

GATE: These students will be challenged to add their totals without a calculator.


*Red and brown M&M’s can be used for this activity, but if not enough can be collected or

found, checkers will work as well.

Anticipatory Set/Orientation: The teacher will start off with a review of adding and subtracting integers and adding the opposite. Two examples will be done as a class and

two examples will be given to students to do on their own.

Teaching/Instructional Process (input and modeling): Students will then be split into groups of four and the teacher will explain the rules of the game. The process may be

slow at first, but the point is to practice adding and subtracting intervals. Manipulatives

may be used to solve the problems while playing the game, or after the game is over.

Guided Practice and Monitoring: Students will record each pair of cards they pick each

round on a lined piece of paper. Each turn should be labeled, and if manipulatives are

used, those should be drawn as well. Depending on time, the numbers may just need to be

recorded and the calculations can be done later.

Monitoring/Check for understanding: The teacher will circulate while students are working and check for understanding during the game. The recorded card draws and

work will be collected and analyzed as a form of assessment and also to instruct the

teacher on what areas of adding and subtracting integers may need more work.

Closure: After a certain amount of time each group will be instructed to stop playing. Each student will then finish their calculations, add their total and then share their totals

out loud with the class.

Independent Practice: None.

Sources: None

Math Game Practicing Integers

Black playing cards= positive numbers

Red playing cards= negative numbers

Heads= subtract the numbers

Tails= add the numbers

J’s= 11

Q’s=12

K’s=13

A’s= any # of your choice! (The color of the chosen card must still

represent the sign of the number. For example, if a black A is

chosen, the number must still be negative.)

1.) Each player takes two cards from the deck. Players will then

choose the order they want their integers to be placed in the

equation.

2.) After each player has chosen their two cards and put them in

order, the coin is flipped.

3.) The integers are then added or subtracted depending on the coin

flip.

4.) Record work and answers and label each turn with a number on a

piece of paper.

5.) Each player will then add their totals at the end of the game

(when time runs up or players decide to stop playing).

6.) The game can be played so the player with the largest or smallest

sum at the end of the game wins.

*Use calculators only to add the total. Show ALL your work.

Integer Unit - Nicole Provost's Teaching...

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