6.NS.5 Positive and Negative Numbers Lesson Plan

The Number System - Apply and extend previous understandings of numbers to the system of rational numbers 6.NS.5 Positive and Negative Numbers Lesson Plan TEACHERS: Jennifer Mraz SUBJECT: 6th grade math

STANDARD: 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. OBJECTIVE (EXPLICIT): Students will be able to model positive and negative numbers on a number line and be able to engage in a conversation that questions the values graphed on a number line. Students will be able to discuss how real-world contexts can be displayed on number lines.

EVIDENCE OF MASTERY (MEASURABLE):

SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):

KEY VOCABULARY: MATERIALS: Integer Post-it notes or scratch paper with Positive Numbers examples of positive and negative integers Negative Numbers and non-integers Opposite Integer scenario sheet teacher edition Vertical Number Line Vertical and Horizontal Number line sheet Horizontal Number Line Red and Yellow double sided counting chips or tiles Positive and negative number cards Integer scenario stories for students ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT INTEREST) Do all numbers look the same? Give examples to explain your answer?

BEF TEACHER WILL: STUDENT WILL: OR Ask students to discuss the following Discuss with a partner how numbers are E question with their partner: used in the real world to describe everyday things. Brainstorm a list of examples of How do we use numbers in the real world different types of numbers. to describe everyday things? Give an example of money (earning money and spending money) if students are struggling.

Other possible examples: temperature (below zero and above zero), football (gain and lose yards), playing a game, (earning and losing points), elevation (above and below sea level) DU TEACHER WILL: STUDENT WILL: RIN Pass out a each student a post-it note with Participate in a number sorting activity to G examples of positive and negative integers determine that integers are positive and and non-integers to each student. Explain negative whole numbers. to students that you are throwing a party and ask if they would like to come. Tell them that some students are invited and others are not. Tell them that the number on their paper will determine if they can come to the party or not. Ask students to raise their hands and show the number on their paper. Have a chart paper or two columns written on the board. Make a column for yes and one for no. If a student has an example of an integer, place their number in the yes column and tell them they can come to the party. If their number is not an integer, place it in the no column and tell them they can’t come to the party. Continue this process with all numbers placed in the correct column. Ask students the following questions: Why can some students come to the party and some can’t? Do you notice anything special about the numbers in each column? Are there similarities and/or differences between numbers in the columns? Lead a discovery discussion about integers so each student understands that integers are positive and negative counting numbers with no fractions or decimals.

Re-distribute an integer to each student. Pose scenarios to the class that will have a Listen to a scenario and look at the integer matching integer. Have the students with you are given. Come to the front of the the matching integer come to the front of class when your integer matches or is the the class (example- I am a loss of 3pts in a answer to the scenario read by the teacher. game). As students come to the front of Work with other students in the front of the the class, discuss negative numbers and class to create a human number line. their uses. Work as class to put the students in order as if they were making a human number line. Make sure you have a special larger paper for the student with the number zero. Place great emphasis on the number zero and its location between the positive and negative numbers. Ask students to think about the difference between numbers on either side of the number line. Ask them the difference between the numbers 2 and negative 2. Discuss the word opposite and have students point out opposites on the number line.

Pass out the vertical and horizontal number Read a story with events involving integers line sheet, integer story sheet, and red and and make a list of examples of integers. yellow double sided counting chips. Graph each integer example from the story Instruct students read each story and list using a number line to model positive or the examples of integers read. negative integers with counting chips. Have them graph each integer event from Compare your number lines to your the story using counting chips to correctly partners number line and discuss model the integer on the number line. Use similarities and difference. Clear your the yellow side of the chips to represent number line sheet and graph the next story. positive integers and the red side to represent negative integers. Example: The story says Jim lost 4 points. Students should place 4 red chips on the left side of the number line. Students should model each story on the number line sheet, share with a partner, and clear the sheet for the next story. CO-TEACHING STRATEGY IF APPLICABLE

AFT TEACHER WILL: STUDENT WILL: ER Ask students to write a story that involves Write a story that involves real world real world situations using integers. Your situations using integers. Include at least story should include at least six events. six events. Three of the events should be a Three of the events should be a negative negative change and three of the events change and three of the events should be a should be a positive change. Trade stories positive change. Tell students to trade with a partner and make a list of the events stories with a partner and make a list of the using the appropriatw integer. Draw a events using the appropriate integer. Draw picture of how two of the events would look a picture of how two of the events would using chips and a number line. look using chips and a number line. Integer Scenario Sheet (Teacher)

 A loss of 5 yards  A 9 point decrease  A 3 dollar profit  I lost 7 pounds  I gained 10pounds  12 degrees below zero  I earned 12 dollars  I spent 8 dollars  3 feet below sea level  A loss of 6 seconds  I counted 8 apples  A 5 point lead  6 floors up on the elevator  4 floors down on the elevator  I borrowed 10 dollars  I missed 1 question  I got 2 points for extra credit  I am an integer that is neither positive nor negative  I am a lucky number that is odd and prime (7)  I dug a whole 11 feet deep  My rocket launched 9 feet in the air  I got back 11 dollars in change  I am positive integer that is neither prime nor composite (1) Integer Story Sheet

A football team loses 5 yards on one play and then loses 8 yards on the next play. The team turns things around and gains 3 yards on the next play and another 6 yards right before half time. Things go bad during the fourth quarter. The team loses 2 yards, gains 1 yard, loses 8 yards and finally gains 5 yards. What a game!

Sue, Tim and Emily are playing a word game. After one round of play, Sue lost 4 points, Emily gained 3 points, and Tim lost 1 point. Their total scores for the first round of play were negative 2 points. What will happen in round 2?

Jenni, Matt , and Jeremy went to the candy store. Jenni bought a lollipop for 1 dollar. Matt bought a licorice rope for 2 dollars and a pack of gum for a dollar. He wanted to buy another licorice rope but didn’t have any more money. Matt borrowed 2 dollars from Jeremy. Jeremy had 3 dollars in his wallet. He wanted to buy a huge candy bar for 5 dollars but was short 4 dollars since he lent two dollars to Matt.

I woke up this morning and it was freezing outside. It was 5 degrees below zero. After breakfast the sun came out and it was 2 degrees below zero. By lunchtime it was 4 degrees outside. I wonder if it will warm up to the double digits today. Example of student work

Scenario graphed from story: 5 degrees below zero