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:
Integer
Positive Numbers
Negative Numbers
Opposite
Vertical Number Line
Horizontal Number Line
MATERIALS:
Post-it notes or scratch paper with
examples of positive and negative integers
and non-integers
Integer scenario sheet teacher edition
Vertical and Horizontal Number line sheet
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?
BEFORE
TEACHER WILL:
Ask students to discuss the following
question with their partner:
How do we use numbers in the real world
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)
STUDENT WILL:
Discuss with a partner how numbers are
used in the real world to describe everyday
things. Brainstorm a list of examples of
different types of numbers.
DURING
TEACHER WILL:
Pass out a each student a post-it note with
examples of positive and negative integers
and non-integers to each student. Explain
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
matching integer. Have the students with
the matching integer come to the front of
the class (example- I am a loss of 3pts in a
game). As students come to the front of
the class, discuss negative numbers and
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
STUDENT WILL:
Participate in a number sorting activity to
determine that integers are positive and
negative whole numbers.
Listen to a scenario and look at the integer
you are given. Come to the front of the
class when your integer matches or is the
answer to the scenario read by the teacher.
Work with other students in the front of the
class to create a human number line.
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.
AFTER
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
TEACHER WILL:
Ask students to write a story that involves
real world situations using integers. Your
story should include at least six events.
Three of the events should be a negative
change and three of the events should be a
positive change. Tell students to trade
stories with a partner and make a list of the
events using the appropriate integer. Draw
a picture of how two of the events would
look using chips and a number line.
STUDENT WILL:
Write a story that involves real world
situations using integers. Include at least
six events. Three of the events should be a
negative change and three of the events
should be a positive change. Trade stories
with a partner and make a list of the events
using the appropriatw integer. Draw a
picture of how two of the events would look
using chips and a number line.
Integer Scenario Sheet (Teacher)
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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
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