Math Integrating Science Strategic Lesson Plan
Teacher:Mitchell/Allen
Dates:
Lesson and/or Unit Title: Integers
Stage 1 – Desired Results
Amount of Time: 94
Common Core Standards:
6.NS.5
Understand the 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, finance credit/debit, positive/negative electric charge); use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.6a
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.
6.NS.6b
Understand signs of numbers in ordered pairs as locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only
by signs, the locations of the points are related by reflections across one or both axes.
6.NS. 7b Write, interpret, and explain statements of order for rational numbers in real-world contexts.
6.NS. 7c Understand absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a
positive or negative quantity in a real-world situation.
6.NS.7d
Distinguish comparisons of absolute value from statements about order.
Language Proficiency Level: 6th Grade
Student Learning Objective (s):
Essential Questions: (Checking for Understanding)
What are integers?
How do you compare and order integers?
How do you plot and locate points on the coordinate plane
Lesson Outcome (s):
Key Vocabulary:
I Can…
Integer
Absolute Value
Coordinate Plane
Opposites
Location
Rational Number
Number Line
Quadrants
Distance
Reflection
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Represent and describe quantities in real-world situations
using positive and negative numbers.
Explain where zero fits into a real world situation
represented by integers.
Math Integrating Science Strategic Lesson Plan
Teacher:Mitchell/Allen
Dates:
Polygon
Positive Number
Negative Number
Stage 2 – Assessment Evidence
Performance Task: (created artifact…)
Completed Book Examples
Graphic Organizer
Summative Task: (quizzes, tests, prompts)
Integer Quiz
Absolute Value Quiz
Stage 3 – Learning Plan
Anticipatory Set (10):
BellRinger Skill Practice
On pg. 395, there are two terms with definitions given and can be easily understood by viewing them on a number line.(a line that shows the location of numbers
in order). Following the definitions, positive numbers are numbers greater than 0. They are located to the right of zero on the numberline. Also, positive
numbers can be written with or without the “+” sign.
Negative numbers are numbers less than zero. They are located to the left of zero on the numberline. Negative numbers must always be written with a negative
“-“ sign.
Input/Modeling/Crafting (25):
Day 1
Today we are going to begin discussions on a new number system, the Integers. One thing to know about integers is that they consist of what we call
positive and negative numbers. Let’s begin on pg. 395 Example 1.
Read the example first.
Let’s use our highlighters and highlight important facts given in this example.
The first sentence: “The elevation of a location describes its height above or below sea level, which has elevation of 0.”Below sea level is negative
and above sea level is positive.
You and your partner complete the questions for Example 1 A-F.
Note; Review answers with students.
Example 1 Questions:
How does plotting numbers on a number line help you put them in order?
Answer: Points on a number line are arranged in order from least to greatest as you read left to right.
Note: A vertical number line may be used to further explore positive and negative numbers especially when temperature or elevation are involved.
On a number line, how do the values change as you move farther left away from zero?
The numbers decrease.
Explore 2 on pg. 396
Note: Ruler and graph paper will be used to complete the explore activity.
Math Integrating Science Strategic Lesson Plan
Teacher:Mitchell/Allen
Dates:
You and your partner follow the directions in Explore 2 and answer the questions.
Review answers with students before proceeding.
Explore 2 Question
On a number line, what numbers are opposite?
Numbers that are the same distance from zero on a number line.
Example 3
Absolute Value of a number is the distance a number is from zero on a number line. As you graph the numbers on the number line, determine how
far each number is from 0.
Review answers with students.
Example 3 Questions
How can you find the absolute value of a number plotted on a number line?
Find or count the number of units it is from 0.
Can two different numbers have the same absolute value?
Yes, opposites have the same absolute value.
Day 2
Let’s review what we know so far about Integers:
What numbers are called positive numbers?
Numbers to the right of 0 on the number line.
What numbers are called negative numbers?
Numbers to the left of 0 on the number line.
On a number line, what numbers are opposite?
Numbers that are the same distance from zero on a number line.
How can you find the absolute value of a number plotted on a number line?
Find or count the number of units it is from 0.
Can two different numbers have the same absolute value?
Yes, opposites have the same absolute value.
How does plotting numbers on a number line help you put them in order?
Answer: Points on a number line are arranged in order from least to greatest as you read left to right.
Let’s talk comparing and ordering integers. Go to page 401 where we’ll begin Explore 1.
You and your partner complete Explore 1.
Math Integrating Science Strategic Lesson Plan
Teacher:Mitchell/Allen
Dates:
Review Answers with students.
Complete the Reflect question. Note; Students will need to draw a conclusion from the answers in Explore 1.
Note; When you read a number line from left to right, the numbers are in order from least to greatest.
Explore 1 Questions
Why do you think a number line can help you identify the best and worst records in the league?
Plotting each number on a number line automatically places them in order from least to greatest(Ascending order)
After the numbers are plotted on the number line, how could you estimate the average record?
Look for the number in the middle of all the numbers plotted on the number line.
Let’s go to Explore 2.
Complete Explore 2 with your partner.
Review answers with student.
Explore 2 Questions
How is this number line different from the one in Explore 1?
Between the tick marks, there are tick marks for half units or 0.5.
How do you plot numbers that are not labeled?
Estimate the position of the unlabeled number between the two labeled numbers.
Complete Try This!
Complete the Reflect question.
An inequality is a mathematical statement that uses < or > symbols. Unlike the equation that uses the = sign.
Complete Example 3 on pg. 403.
Review answers with students.
Complete Try This!
Complete Reflect.
Day 3
Let’s review what we have been discussing about integers thus far. An integer is the set of positive and negative numbers including zero. Positive
numbers are to the right of zero. Negative numbers are to the left of zero. Opposites are the same distance from zero and on opposite sides of zero.
Absolute value is the distance a number is from zero on the number line. An inequality is a mathematical statement that uses the < or > symbols.
Numbers like the integers can be compared and ordered using the number line.
We are going to complete the Mid-Week review to see how much we know and understand integers thus far.
Math Integrating Science Strategic Lesson Plan
Teacher:Mitchell/Allen
Dates:
Day 4
Today we are going to continue our discussion of integers by exploring the coordinate plane. Let’s pay attention to the video on the coordinate
plane. DE video Coordinate Plane and complete Explore 1 on pg. 407.
After video review with students the correct definitions for each term and where they are located on the coordinate plane.
Pass out Coordinate Plane and have students label the parts based on the definitions.
Let’s complete Example 2 on page 408.
Note: Go through the steps of Example 2 with students. If there are some who are familiar with the coordinate plane and plotting points, then have
those students help out their partner.
Example 2 Questions
Which quadrant in the coordinate plane contains points with only positive number coordinates?
Quadrant 1
Which quadrant in the coordinate plane contains points with only negative number coordinates?
Quadrant 3
What does the first number in the coordinate pair indicate?
Position along the x-axis.
Let’s move on to example 3 .
Complete Example 3 with your partner.
Example 3 Questions
What is the ordered pair for the library? How does it describe the path from the origin to the library?
(-4, -5) move along the x-axis in a negative direction(left) for 4 units. Then, move vertically in the negative direction (down) 5 units.
What is the ordered pair for the school? How does it describe the path from the origin to the school?
(4, -5) move along the x-axis for 4 units right. Then, move vertically in the negative direction (down) 5 units.
Day 5
Let’s continue in the coordinate plane by discussing distance on the coordinate plane.
Let’s go to Explore 1 on pg. 413.
Work Explore with students.
Explore 1 Questions
What do points C and D have in common?
Both points are located 2 units below the x-axis.
What relationship must two points share in order to find their distance apart by counting units?
Points must have one of the coordinates in common so that it is either a vertical or horizontal distance that is counted.
Big Ideas Chapter 6 Section 5 Example 3 Dynamic Classroom
Math Integrating Science Strategic Lesson Plan
Teacher:Mitchell/Allen
Dates:
Finding Distances in the Coordinate Plane
Example 4 Real-Life Application
Guided Practice (25):
Day 1
Complete Try This on pg. 396
Complete pg. 398 Practice
Day 2
Complete Try This on pgs402 and 403
Complete pg. 404 Practice
Day 3
Complete Mid-Week Review
MobyMax module
Day 4
Complete Try This on pgs. 408 and 409
Complete 410 Practice
Day 5
Complete pg. 413 Try This!
On Your Own Practice Big Ideas Dynamic Classroom
Independent Practice (20):
Day 1
Study Island Assignment: Positive and Negative Numbers
Day 2
Study Island Assignment: Opposites
Day 3
Study Island Assignment: Absolute Value
Day 4
Study Island Assignment: Comparing Rational Numbers
Day 5
Study Island Assignment: Coordinate Planes
Complete pg 279 Big Ideas Handout
Closure (14):
Day
Assignment
1
Complete pg. 400
Problem Solving #1-9
odd
2
Exit Ticket:
Comparing and
Ordering Integers
3
Integer Quiz
4
Exit Ticket:
Coordinate
Plane(Terms)
5
End of the Week Quiz
Math Integrating Science Strategic Lesson Plan
Teacher:Mitchell/Allen
Dates:
Alignment Extension (Homework):
\
Day
Assignment
1
Complete pg. 399
Additional
Practice
2
Complete pg. 405
Additional
Practice
3
Complete pg. 406
Problem Solving
Differentiation Notes:
Students will work in small groups and work with concrete materials such as
number line and coordinate plane. Moby Max and Study Island will be utilized to
reinforce skills taught.
Materials/Items Needed
1. Exploration in CC
2. Exit Tickets
3. Number line Handout (Vertical and Horizontal)
4. Coordinate Plane Handout
5. Quizzes
6 Graph Paper
4
Complete pg. 411
Additional
Practice
Technology Integration:
 Word Processing
 Power Point
 Internet Resources
 Graphics/Charts
 Internet Research
 Interactive Whiteboard
 Classroom Performance System
 Other
Strategies:
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Student Choice
Modeling Math and Reading Strategies
Modeling Open Ended Response Problem Solving
Modeling Scientific Method
Cooperative Learning
Independent Reading
Writing Before and After Reading
Pre and Post Test
Hands-on Learning Manipulatives
Small Group
Higher-Order Thinking Skills
Real-World Connections
Anchor Charts
Research Materials
Writing Workshop Time
Conferencing
Classroom/Content Area Literacy Library
Other (Explanation Needed)