Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
Lesson Plan Template
Salem State University
School of Education
I.
Setting the Stage: What are your measureable objectives and assessment?
A. Curriculum Framework Standards: Which MA Curriculum Frameworks
address your topic content and objectives?
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NS 6.5 - Understand that positive and negative numbers are used
together to describe quantities having opposite directions or values (e.g.,
temperature above/below zero, elevation above/below sea level,
debits/credits, positive/negative electric charge); use positive and negative
numbers to represent quantities in real-world contexts, explaining the
meaning of 0 in each situation.
NS 6.6 - find and position integers, fractions, mixed numbers, and
decimals (both positive and negative) on the number line.
B. Generative Topic: What is the focal concept or skill of the lesson?
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What does a meteorologist, thermometers, and integers have in common?
B. Measurable Objectives: What do you want students to know and be able to
do?
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Students will read, write and graph integers on a number line.
Students will compare and order integers using a number line.
D. End of Lesson Assessment: How are you going to assess student’s
understanding?
 Students will identify and accurately compare and order integers using a
number.
II.
Content of the Lesson
A. Content and Skills: What do you know about what you are planning to
teach?
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Integers are counting numbers, their opposites and zero.
Students will identify positive and negative numbers on a number line.
To avoid misconceptions it will be made clear that when a number has no
sign it is understood that this number is positive. The number 6 is +6,
positive 6.
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
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We will discuss that integers can be compared to degrees in temperature.
When the temperature is below zero it is negative, above 0 is positive.
The example I will use is; 60C is 60C warmer than 00C and -60C is 60C
colder than 00C. Therefore the distance from 00C is the same.
B. Rationale: Why teach the lesson?
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III.
Knowledge of Students: Why does knowing your students matter?
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IV.
The class is comprised of 19 students, 9 girls and 10 boys. This class
included 6 students on IEP/504 plans. Two students have social emotional
learning disabilities. There are two students diagnosed with ADHD
disabilities and two have behavior 504 plans.
Some students in this class struggle to remain focused and on task. To
facilitate student learning I use cold calling often to help student stay
attentive during the lesson. I attempt to reduce my talking time and work
to have more students speaking and writing.
Preparation for the Procedures:
Materials: What materials, resources, and technology will you need?
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V.
This lesson is an introduction for students to be able to understand how
to make real-life connections. The application and comprehension of
positive and negative numbers is critical to grasping the concepts of
temperature, above and below sea level and elevation.
Poster paper
Thermometer, Number line
Student textbook
Sentence strips
Glue sticks/tape
Sequence of Teaching-Procedures
A. Beginning of the Lesson: How will you immediately engage all of your
students in the content?
 Lesson begins with a Do Now. The Do now spirals questions from a prior
lesson as spiral review and to check for understanding.
 Do Now and homework are reviewed and corrected whole class.
 Direct instruction: “What does a meteorologist, thermometers, and
integers have in common?”
 Students turn and talk to neighbor, then share out with whole class.
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?

Content vocabulary will be introduced and class will discuss meaning of
the words integer and absolute value.
 Frayer model will be used to clarify content vocabulary with examples
and non-examples.
 Guided practice pg. 222, # 1 – 6, students will use thermometer worksheet
to respond to questions about temperature.
 Checking for understanding will occur throughout lesson using thumbs
up/down.
 Partner practice students work in pairs practicing pg. 222, # 10 – 15
 Independent practice Reteach 10-1 textbook.
 50 minutes
B. Middle of Lesson: What are your students doing (e.g., speaking, writing,
drawing, performing, documenting, observing) to explore the content?
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Students will read and analyze sentence strips to identify positive and
negative numbers.
 Students will post sentence strip on whiteboard for class review.
 Direct instruction: How can we use a number line to compare and order
integers?
 Class will be divided into three groups. Each student will be given an
index card with an integer written on it.
 Groups work together comparing and ordering integers by lining up in
order from smallest to largest (no talking.)
 Teacher will cold call students to give their integers opposite and
absolute value orally
 Guided practice pg., 224 # 1-4
 Partner practice pg., 224 # 5 - 19
 30 minutes
C. Extension and Enrichment Activities during Class Time: How will you
extend the learning of students who finish tasks early?
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Independent practice pg. 224, # 20 – 28 (even)
D. End of Lesson: How will you help all students process the experience?
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Students will display comprehension of topic by completing a writing exit
slip
Writing to Explain: Draw a number line and locate the following
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
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VI.
numbers on the number line (-1, 5, -6, 0, 2, -3.) Then explain how you can
use the number line to compare and order integers from least to greatest,
Students that need additional writing support will get to use sentence
sequence strips as follows; First, draw a _____________. Next, mark the
_____________ point. Then put the _________________ numbers on the
number line. Finally, put the ________________ numbers on the number
line.
Whole class will discuss how to compare and order integers on a number
line.
15 minutes
Reflection after Teaching: What did you learn from teaching the lesson?
A. Looking at Student Performance
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Students were able to read, write and plot integers on a number line by the end of
the lesson.
Most students correctly stated that an effective method for plotting numbers on a
number line would be to locate zero, plot positive integers, then plot negative
integers.
Students also understood that the farther away from zero going left number
values got smaller, and going right from zero number values got greater.
Initially students struggled identifying absolute value of negative integers. They
would call |-2| = -2.
Students did remember the rule that absolute value is always positive, however
some continued to say |-2| = -2.
By the end of the lesson all students could identify absolute values of both
positive and negative integers on a more consistent basis.
Students worked well in small groups during number line activity.
Students were productive when identifying integers using various statements
although there was excessive talking during this activity.
All students completed the Writing to explain some gave more explanation than
others.
B. Looking at Teaching
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I needed to allow more time for students to complete the writing to explain. This
part of the lesson felt rushed I believe we needed about 5 additional minutes to
do a proper wrap up.
 I felt confident with my content knowledge.
 The lesson got bogged down at several points due to classroom talking and
behavior.
 I learned from the Sentence strip activity that I need to be more purposeful when
determining small groups. Some of the student mixtures were not as productive
as they could be.
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
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I need to establish more control over the group and minimize the off topic
talking.
We have been struggling with this group since we combined two math groups
into one.
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).
Name: Steve Federico
Grade level: 6
Subject area: Integers
Lesson content: What are integers?
Lesson Plan Based on Wiggins and McTighe Understanding by Design (2005).