Logistics for TLC Team Planning
Name
Pam Stephenson
Ransom Kong
Melody Fowler
Sue Horrocks
Tom Forbes
School
Shasta Meadows
Boulder Creek
Mistletoe
Rother
SCOE
Phone
Preferred Email
Meeting date/time/location on teaching day: 3/6 – 7:30 - Rother
1st Lesson
2nd Lesson
School site
Rother
Boulder Creek
Teacher’s name
Sue (rm 13)
Ransom (rm 13)
Time frame
8:15-9:15
10:30-11:30
Time of debrief
9:15-10:30
11:30-2:00
Room for team to meet
Room 21
library
Materials Needed for Lesson
Definition of integers; greater
than/less than symbols, number sets
for group activity
Who is responsible?
Sue
Run off games Activity 15-1 & 15-2
Pam
Final assessment paper
Ransom
Who is typing the lesson and making copies for the team? Jody
Who is making the student data sheet and making copies? Ransom
Who will invite the principal or other key site/district personnel? Sue & Ransom
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Conceptual Flow
The integer number system consists of whole numbers and their opposites.
Positive numbers are greater than zero.
 The further a positive number is from zero, the larger it gets.
Negative numbers are less than zero.
 The further a negative number is from zero, the smaller it gets.
A negative number is the opposite of its positive number.
 Zero is its own opposite.
 Zero is neither + or -.
An integer’s value decreases the further left it is found on a number line; the value
increases moving right.
Absolute value of an integer is the distance in whole units, that integer is away from zero.
 Negative numbers are equidistant from zero to their corresponding positive
numbers on a number line.
 Distance is always positive.
2
TLC: Shasta #10
Planning: 2/27/09 Teaching: 3/6/09
Location: Rother & Boulder Creek
Teaching Times: 8:15-9:15 (Sue) & 10:30-11:30 (Ransom)
Lesson Concept: Negative numbers are equidistant from zero to their corresponding positive
numbers on a number line.
Standard(s): 5th grade: NS – 1.5 & 2.1
Teacher Does
Concept
Engage: (5 min) Ransom
Post and review standards with
students. Today we are going to be
exploring integers. Integers are all
positive whole numbers and their
corresponding negative numbers
and includes zero. Zero is the
opposite of zero and zero is neither
positive nor negative.
Show weather page from the
newspaper and focus on negative
numbers: Would you find negative
numbers in regards to weather?
What do the negative numbers
mean?
Student Does
Integers are a set of
positive and negative
numbers, including 0.
ESR: Yes, because the
temperature gets really cold;
when the temperature gets
below zero then it is a
negative number
ESR: Earning money
(positive), spending money
(negative); spending more
money than you have
(negative)
In the real world where are
situations that we use positive and
negative integers? (money, earning
and paying money; losing and
gaining weight; temperature; above
and below sea level; Benjamin
Button; number line; timed test;
countdown at New Year’s Eve )
Explore #1: (10 min.) Sue
(make large post it notes with
integers on them negative integers
on blue and positive integers on
yellow and zero on pink)
Find your opposite: Each of you
Ask questions, find opposite
3
Positive numbers are
greater than zero.
Negative numbers are
less than zero.
Negative numbers are
equidistant from zero to
their corresponding
will have an integer on a sticky note
on your back. You are to find your
opposite by asking the following
questions: (teacher write samples on
board) Am I positive or negative?
Am I prime number? Am I multiple
of 2/3/5? Once you have guessed
your integer, take your integer and
find your opposite integer. When
you find your opposite, return to
your seat until everyone in the class
has found their opposite.
Have a number line on the board.
Have “tic marks” for each of the
integers.
“Here is our number line; I will
place zero in the center”. Zero is
special; it does not have a partner
(have a mirror, so zero can look at
itself); Zero is its own opposite;
Zero is neither + or -.
What is the first integer that is
greater than zero?
What is the opposite of +1?
Both +1 and its opposite –1, please
come forward and place your
integer on the number line. Where
would +1 go and where would –1
go?
Continue with +2, +3, etc. until all
integers are on the number line.
positive numbers on a
number line.
ESR: +1
ESR: -1
ESR: they each go the same
distance or magnitude that is 1
unit away from zero on
opposite sides.
ESR: All the positive numbers
are yellow; all the negative
numbers are blue
ESR: They are the same
distance from zero.
What do you notice about the
number line?
ESR: -7
What do you notice about each
opposite integer in relationship to
zero?
Explore #2: (7 minutes) (All, take
turns) (was omitted for 2nd lesson
because of time restraints)
ESR: -10
ESR: +12
4
Who can come up and show us the
integer that represents the loss of 7
lbs.?
Who can come up and show us the
integer that represents 10 degrees
below zero?
ESR: They are back at the 10
yard.
Who can come up and show us the
number of inches in a foot?
Work with a partner for the
following problems:
A football team started at the 10
yard line, in the first two plays, the
team lost 4 yards and gained 4
yards, where did they end up? Talk
with a partner and be prepared to
defend your answer.
What partner pair would like to
come to the number line and share
your answer and your reasoning.
ESR: -$2.00
An integer’s value
decreases the further left
it is found on a number
line; the value increases
moving right.
Place greater than/less than
sign appropriately.
I have $5.00 and I want to buy a
Yugio card that costs $7.00, how
much will I be in debt?
Explore #3: (8 minutes) (Melody)
Compare values of integers: point to
the two integers, have one student
come up and decide greater than
and less than and place the sign
over the numberline
+2 & +12
Who agrees? (thumbs up); Explain
+5 & -7
-3 & +3
-11 & -4
ESR: put numbers in order.
Turn around and share with
class
ESR: -7 dollars
Explore #4: ( 7 min.) Pam
4 sets of different numbers on large
paper (example -12, -8, -5, 0, +5,
+7). Divide the class into 4 groups;
send each group to a corner of the
room. 6 students will hold numbers
5
while the 1 or 2 in the group will be
directors. The numbers are to be put
in order from left to right from least
to greatest. See which team
completes the task first.
Face center of room and compare.
Explore #5:
Pam & Melody
Now we are going to do a game
called “Toss & Talk”. In this game,
we will be using descriptions to
identify the integer that can be used
to represent that situation. For
example: a loss of $7.00 would
equal what? Quick reminder of
how to play “Toss & Talk”. Clarify
any potentially confusing terms,
i.e., “deposit” (10 min.)
Sue and Ransom
2nd game “Think together” – we
will be comparing integers and
ordering them from least to greatest.
Explain:
Quick Check 15-2 numbers 1, 2, &
3 and add #4 from 15-1
An integer’s value
decreases the further left
it is found on a number
line; the value increases
moving right.
Ask students to use the bottom of
the Quick Check paper and write a
definition/description of “integers”
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