TEKS Lesson Plan/Unit Plan s2

Focus Plan Texarkana Independent School District

GRADING 2nd 6 Weeks PLAN CODE: PERIOD: Teacher: Winton Course/subject: Mathematics

Grade(s): 6 Time allotted for 1 – 1 ½ hours instruction:

Title: Real-Life Integers

Lesson TOPIC: Using integers in real-life situations

TAKS Objective: Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. FoCUS TEKS and Student (1) Number, operation, and quantitative reasoning. The student Expectation: represents and uses rational numbers in a variety of equivalent forms. The student is expected to: (C) use integers to represent real-life situations Supporting TEKS and Student (11) Underlying processes and mathematical tools. The student Expectations: applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics

Concepts Enduring Understandings/Generalizations/Principles The student will understand that Integers Integers are the set of whole numbers and their opposites.

Positive Integer Positive integers are integers greater than zero.

Negative integers are integers less than zero. Negative Integer

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District I. Sequence of Activities (Instructional Strategies)

A. Focus/connections After students enter the classroom, tell them: “I don’t know much about football. If a football player runs 20 yards down the field past the line of scrimmage, is that good?” The answer should be yes. Ask them how they know that is good. Next, describe a scenario of a football player being sacked 20 yards behind the line of scrimmage. Ask, “Is that good?” The answer should be no. Ask the students how they know this. Through conversation, the teacher will guide the students in making the connection between their generated phrases and the symbolic representation of positive/negative numbers. Now ask, “Where else do we use positive and negative integers in the real world?”

B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) Give each student a copy of the Integer Notes worksheet. Discuss the contents of the notes page. Now put the following scenarios on the board:  The temperature is 70 degrees in the morning and rises to 90 degrees in the afternoon.

 A golfer completes a hole 2 under par on a par 4 hole.

 A submarine is 300 feet below the surface of the ocean.

 The temperature is 10 degrees and falls 25 degrees.

 A game show contestant has 100 points and incorrectly answers a 500-point question.

 A middle school has 310 sixth-graders, and 10 sixth-graders move to another school. Ask students to work with a partner to list what information is known about each scenario on the board. Stress the importance of looking for “word clues” that will help determine whether we are working with positive or negative integers. Model what is expected by demonstrating the first scenario. Here is what we know: 70, rises, 90, +, temperature increased 20 degrees. Allow students to finish remaining scenarios with a partner, solving if enough information is provided.

C. Guided activity or strategy After students have been given time to complete analysis of scenarios, discuss the information emphasizing the positive and negative integers. Make sure each student is clear on how positive and negative integers are used in each real-life situation within the scenario.

D. Accommodations/modifications Students requiring modifications may be paired with a peer to complete scenario analysis.

E. Enrichment Students requiring enrichment may be paired with a peer to assist/reteach the concepts in the scenario analysis.

II. STUDENT PERFORMANCE

A. Description Students will complete the Real-Life Integer worksheet independently.

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District B. Accommodations/modifications

C. Enrichment iii. Assessment of Activities

A. Description Individual grades may be taken on the Real-Life Integer worksheet.

B. Rubrics/grading criteria Grades may be taken based on the Real-Life Integer worksheet answer key/grading rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions  How often do we use integers in our daily life?  What is the difference between a positive and a negative integer?

IV. TAKS Preparation

A. Transition to TAKS context The teacher will lead the students in a discussion of how integer problems may look in test format by placing the TAKS questions below on the overhead.

B. Sample TAKS questions 1. The low temperature on Saturday was 10 degrees below zero Celsius. On Sunday the low temperature was 30 degrees above zero Celsius. What integer represents the low temperature on Saturday in degrees Celsius? F. 20 G. 10 H. -10 J. -20

2. Gerald got out of bed at 7:05 am and returned home from school at 2:50 pm. About how many hours elapsed between the time he got out of bed and the time he returned home from school? F. 4 h G. 5 h H. 7 h J. 8 h

V. Key Vocabulary Integer, positive integer, negative integer

VI. Resources

A. Textbook Math Advantage, Middle School I Chapter 1: Looking at Numbers  Integers, pp. 30-31

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District B. Supplementary materials  Integer Notes worksheet  Real-Life Integer worksheet  Real-Life Integer worksheet answer key/grading rubric

C. Technology For an integer game, students may utilize the following website: http://matti.usu.edu/nlvm/nav/frames_asid_107_g_1_t_1.html?open=activities

VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) For reteaching, have each student create a word problem using positive and negative integers. Compile all problems and work as a class.

VIII. Teacher NoteS

Some other "real life" reasons to use negative numbers are: elevators in large buildings with above and below ground levels , additional football gains and losses scenarios (if you gain 5 yards but get a 5 yard penalty, you're where? Back where you started. That 5 yard penalty is "negative 5" because it cancels out 5 yards.) Money found and spent is another reference -- if you find 10 cents and then spend it, where are you? Back where you started -- wherever that was.

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District