6.NS.6a Opposites on the Number Line Lesson
TEACHER: Jennifer Mraz
SUBJECT: 6th Grade Math
STANDARD: 6.NS.6 Understand a rational number as a point on the number line. Extend number line
diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane
with negative number coordinates. a. 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.
STUDENT TARGET: Students understand that positive numbers are to the right of zero and negative
numbers are to the left. Students express in words or on paper what an opposite is and how zero is
related.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT
KEY VOCABULARY:
positive
negative
opposites
MATERIALS:
video clip:
http://www.teachertube.com/video/77826
&title=The_Number_Line_Dance
human number line
integers on sticky notes
discussion questions
DURING
BEFORE
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT
INTEREST)
Does the number zero have an opposite?
TEACHER WILL:
STUDENT WILL:
Ask students to discuss examples of opposites. Discuss and list examples of opposites.
(examples: Hot and cold, Big and little.
Ask students to brainstorm examples of
opposites found in math. (example: 5, -5)
Discuss and brainstorm opposites in math.
Share with the class.
Ask students how opposites are displayed in
math. (examples: horizontal and vertical
number lines)
CO-TEACHING STRATEGY IF APPLICABLE
Discuss how opposite numbers can be
displayed.
TEACHER WILL
Show students the number line video
at this link:
http://www.teachertube.com/video/77826&tit
le=The_Number_Line_Dance
STUDENT WILL:
Watch the number line video and observe what
happens to the boys money.
Ask the following discussion questions:
1. How much money did the boy have
after he went to the taco shop and
ice cream shop?
Answer the discussion questions with a partner.
6.NS.6a Opposites on the Number Line Lesson
2. How much money did he earn for
washing cars?
3. What happened to the money he
earned?
4. How much money did he have after
he paid his friend back?
5. Why is -8 the opposite of 8?
Write a blank number line on the board that
would extends from -10 to 10. (just write the
lines but do not label the numbers.) Give each
student a number on a sticky note to place on
the number line.
Ask number line discussion questions:
1. What are some similarities and
differences between the numbers
on the number line?
2. What role does the number zero
play on the number line?
3. Do you see any examples of
opposites on the number line?
4. What is the opposite of the opposite
of 2? Explain examples of the
opposite of an opposite. Tell
students that the opposite of two is
negative 2 and the opposite of
negative 2 is 2. Or if you get in an
elevator and go up and then go the
opposite of up, you are going down,
now go the opposite of down which
would be up.
5. Does zero have an opposite on the
number line?
Guide student discussions to discovery that
opposite signs of numbers indicates locations
on opposite sides of zero on the number line.
They will also discover that the opposite of an
opposite is itself and that zero has no opposite.
Students will place their number in the correct
location on the number line.
Answer discussion questions with a partner and
share their answers with the class.
Discover opposite signs of numbers indicates
locations on opposite sides of zero on the
number line. They will also discover that the
opposite of the opposite of a number is itself
and that zero has no opposite.
AFTER
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
Ask students to write a paragraph explaining
what an opposite is and how zero is related.
CO-TEACHING STRATEGY IF APPLICABLE
STUDENT WILL:
Use words and numbers to explain what an
opposite is and how zero is related.