Integer Lesson Plan
Subject(s): Mathematics, Odyssey
Objective(s): The mathematician will learn to use integers to represent real-life situations.
Purpose: Understanding positive and negative integers is essential in everyday life and is key in future
math topics.
Prerequisite Skills: Students must be familiar with whole numbers.
Grade Level: 6
Materials:
1. Integer Notes
2. Integer Slide
3. Integer Worksheet
4. Matching Game
Anticipatory Set: I will show the video “Integer Rap” by Ms. McKee. (2m30s)
http://www.ci.bryanisd.org/~lmckee/Podcasts/Entries/2006/8/29_Integers_Rap.html
Input:
1. Take notes on Integers
a. Discuss vocabulary: Positive number, negative number, and integer
- Does anyone know what it means for a number to be positive or negative?
- What are the symbols? Where have you seen these before?
- Break down what integer is. They should know what whole numbers are. Explain
integers contain whole numbers plus their opposites (or negatives).
- From our definition, give me an example of an integer.
b. Where have you seen integers in real life?
- Think of where you might see integers. Where would you see positive integers?
Where would you see negative integers? -- Guide them to banking, sports,
temperature, and altitude.
- What sign (positive or negative) would we use in each situation?
c. Naming integers in real-life situations – guided examples and independent examples
(done on markerboard)
- Before students name integer, make them use the table above to say why it is positive
or negative (It is positive because positive numbers represent rising or it is negative
because negative numbers represent losses.)
d. Discuss number line and placement of integers on a number line.
- Ask for students to tell everything they know about a number line. Where is the
middle? What’s to the left? What’s to the right?
e. Real-life examples – Elevator and Map guided examples – making number sentences.
- Elevator example: What do you do in an elevator? Go up and down. So from our table,
what does going up (rising) mean and what does going down (decreasing) mean?
- If he went up 6 floors, how would I name that? Etc… Now put it all together.
- Map example: Have you ever navigated with a compass? How do you read a compass?
- If the West-East line was a number line, what would the left represent and what would
the right represent? Same with North-South line.
2. Matching Game – Students will get cards and must match them. One card will have an example
(10 degrees below zero) and the other card will have an integer (-10). They must match all the
cards up. They will work within their table groups.
Modeling: The teacher will show how to name integers using real-life examples. The teacher will show
how to plot integers on a number line. The teacher will show students how to make a number sentence
with positive and negative numbers.
Check for Understanding: Teacher will use thumbs-up, thumbs-down to check for understanding
throughout lesson. During independent examples, teacher will circulate room and then call for boards
up to check understanding.
Guided Practice: The students will work examples during notes and afterwards play a matching game
monitored by the teacher.
Closure: Summarize in notes - what is the difference between a positive and negative integer, where do
you see integers in everyday life, and explain where positive and negative numbers are on a number
line.
Independent Practice: Integer Worksheet
Enrichment: Challenge 1-1 Ch. 11 from Holt online textbook.
Remediation: Reteach 1-1 Ch. 11 from Holt online textbook.
Standard(s):
6.1C Number, operation, and quantitative reasoning. The student represents and uses rational numbers
in a variety of equivalent forms. The student is expected to: use integers to represent real-life situations;
6.11A Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve
problems connected to everyday experiences, investigations in other disciplines, and activities in and
outside of school. The student is expected to: identify and apply mathematics to everyday experiences,
to activities in and outside of school, with other disciplines, and with other mathematical topics;