Understanding Integers ~ Lesson 1 Introduction to Integers Students will understand that: Numbers can be located on the number line Numbers have opposites Numbers have value Numbers can be positive or negative Integers are all of the whole numbers and their opposites, and zero. Materials •Whiteboard •Smartboard or chalkboard •Practice page #1 •Cards with numbers 1 to 20 and -1 to - 20 Comments Teaching Actions: 1. Draw a large number line on the board where 0 is in the middle and 20 is on the right hand side. Assign each student a number (1 to 20). Have them randomly come up and put “x’s” on the number line to show where their number is located on the number line. Fill in any missing numbers with class help. Ask students “Why are these numbers on different places on the number line?” At this point it is okay to introduce the word “positive number.” Ask students: “Using the number line how can you show on the number line that 8 and 2 have different values?” Repeat with other numbers. Now have students make up stories about their numbers. For example, the number 14 could be the number of cupcakes in a box. 07-15-10 20 0 Through class discussion students should discover that each number has a different value because of its position on the number line. Students may show different values by drawing arrows or jumps on the number line. Make sure students understand that the point on the number line doesn’t show the value, the distance from zero does. Lesson 1 p. 1 Understanding Integers ~ Lesson 1 Teaching Actions: Comments 2. Ask students “What is on the other side of the 0?” This is a good time to introduce the words “negative number” and integers if students haven’t mentioned them yet. Ask students what experiences they have had with negative numbers. Lead the class into a discussion about where we use negative numbers in our lives. (loss of yards in football, below sea level, temperatures, money) Put a 20 on the number line. Have students randomly come up and put “x’s” on the number line to show where the opposite of their previously assigned positive number is located on the number line. Fill in any missing numbers with class help. Ask students “Why did you pick these places for the numbers on the number line?” A possible response would be +2 is 2 places away from 0 so 2 must be 2 places away from 0 on the other side.) Be sure students come up with the word opposite to describe negative numbers compared to positive Now have students make up stories about their numbers. For example, the number 5 could be a five-yard penalty in a football game for being offside and +5 could be yards gained by running. 3. Hand out Practice Page #1. 07-15-10 20 20 0 Make sure you correct any number that is placed in the wrong place. Fill in any missing numbers and point out that each number has an opposite and that 0 is not positive or negative because it doesn’t have an opposite. •Exit activity on whiteboard, index card, slip of paper. Write the following numbers on the board: 4, 9, 2, 0, 5, 3 Have students draw a number line and place an “x” where each number is located. Lesson 1 p. 2

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# 01 integers Location and Opposites