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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Teacher: Donavon Tucker
Date(s): September 8-12, 2014
Grade Level or Course: Math 6th
Content or Unit: Integers & Absolute Value
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning
Objective
Essential
Questions &
Understanding
s/Big Ideas
Key
Vocabulary
6.3a The student will identify and represent integers;
Day 1:
Objective 1: At the conclusion of today’s lesson, students will be able to
explain that integers are positive numbers, their opposites, and zero and that
they are a subgroup of the real number system independently, draw a Venn
Diagram and label parts of Venn Diagram including examples with 100%
accuracy.
Objective 2: At the conclusion of today’s lesson, students will be able to
identify and represent integers on a number line independently, with 80%
accuracy.
Day 2:
Objective: At the conclusion of today’s lesson, students will be able to identify
And state verbally and in writing the integer described in real word situations
Independently, with 80% accuracy.
6.3b The student will order and compare integers
Day 3: 6.3b
Objective: At the conclusion of today’s lesson, students will be able to compare
and order integers on a number line independently, with 80% accuracy.
Day 4: 6.3b
Objective: At the conclusion of today’s lesson, students will be able to use the
>,<, and = symbols to compare and order integers independently, with 80%
accuracy.
Day 5: 6.3c
Objective: At the conclusion of today’s lesson, students will be able to identify and
describe the absolute value of an integer independently, with 80% accuracy.
The big idea for this lesson is to provide students with a way to represent
situations that involve such concepts as winning/losing, above/below,
left/right, and positive/negative. In this lesson, students read and write
integers that correspond to positive and negative situations from a number
line or real-world scenario. By the end of the lesson, students should be able
to answer the following essential questions:
 What role do negative integers play in practical situations?
 Where do integers fit in the real number system?
Integer
Negative
Positive
Number Line
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Identify
Represent
Opposite
Graph
Whole Number
Rational Numbers
Real Numbers
Subgroup
Sea Level
Absolute value
Essential elements version
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Day 1:
Which of the following is not an integer?
A -1
B 0
C −
D −
10
2
2
10
Use the number line below to answer the next two questions.
L J
M F
H G
EK
-1 0 1
Assessment
Part 1
1.
Identify the integer represented by the letter J.
A
B
C
D
8
2.
Which letter represents the number 9?
A
B
C
D
J
E
7
7
8
L
K
Day 2: 6.2a
1. A contestant lost 100 points on a game show. Write an integer to
represent the points lost.
2.
Day 3:
What integer would be placed in between -17 and -15 on a number line?
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Day 4:
Day 5:
If x  12 ,
a. (True/False) The variable x could be 24.
b. (True/False) The variable x could be 12.
c. (True/False) The variable x could be 0.
d. (True/False) The variable x could be -12.
Day 1:
 When identifying integers students may not recognize that a fraction
could be simplified into an integer.
 Students think that all numbers that are negative are integers even
negative fractions.
 When using a number line with just the zero given, students may list
the negative numbers incorrectly. This will cause students to incorrectly
identify the integer in question. Students should be reminded that
opposites are always equal distance from zero.
Day 2:
 Students ignore or don’t read critically enough to identify the adjectives
that make the integers positive or negative.
Possible
misconceptions
or learning
gaps
Day 3:
 Comparing and ordering integers using a number line require students
to have a firm understanding of integer placement. Students often place
smaller negative integers on the right instead of the left side of the
given integer.
Day 4:
 Students often mistaken the > 𝑎𝑛𝑑 < symbols, which causes their
answers to be incorrect.
Day 5:
 Students don’t make the connection between the definition of an
integer and that integers that are opposite each other have the same
absolute value.
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Day 1:
Which of the following is not a whole number?
A 7.25
B
9
3
C 0
D 10
Answer: A
Day 2: 6.3a
Answer:
Day 3: 6.3a
Which temperature is greatest?
Snapshot /
Warm-up
Activity
-12 -7
-35
E
F
G
H
15 C
10 C
5 C
0
20
0 C
Answer: H
Day 4: 6.3b
1. Which of the following integers does NOT lie between 30 and 30?
-15 -10
A
B
C
D
-5
0
35
12
7
20
Answer: A
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Day 5: 6.3b
1. Which statement is NOT true?
A
B
C
D
–15 > –20
–7 < –3
–1 > –3
0 < –6
Answer: D
Summarizing and note taking
 Students will create number lines using the definition on an integer and
then they will summarize the process to a shoulder buddy and in their
journal as a “Check for understanding”.
Cooperative learning
 Throughout the lesson students will recap with and compare their
understanding of the concept being taught.
Questions, cues, and advance organizers
 When defining the meaning of an integer an advance organizer will be
used to connect student prior knowledge of the natural/counting and
whole numbers subgroups of the real number system. This will make
understanding the integer subgroup easier.
Homework and practice
Instructional
Strategies
Day 1:
Create a number line that ranges from -10 to 10, then represent the following
alphabets at the integers they are equal to:
A = -1, G = -9, M = 4, R= -5, S = 6.
Day 2:
Day 3: 8-1 Practice Word Problems: Integers (1-8)
Day 4: Pages 767-768 (12, 16, 18, 22, 24, 26, 30)
Day 5: Pages 411-412 (10, 14, 16, 22, 25, 30, 36)
Teaching and
Learning
Activities
Day 1: 6.3a Identify an integer represented by a point on a number line.
1. (“I do……..”) Start lesson by briefly explaining to the students that
they will be exploring a new part of the real number system, the
integer. Display a real number system flow chart and explain the
natural, whole, integer, and rational subgroups. Remind students that
upcoming objectives will investigated the rational subgroup. (Tucker)
2. Review 6.3a Study Guide notes and practice problems found in the
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
3.
4.
5.
6.
7.
study guide with students. Ask them to study it each night so that they
will be ready for the test. (Gray/Tucker)
Highlight the following facts about integers:
 Integers are the set of whole numbers their opposites, and zero.
 Positive integers are greater than zero.
 Negative integers are less than zero.
 Zero is an integer that is neither positive nor negative.
(“We do…..”) Model the process for creating a number line by
drawing a straight line on the board, placing a zero at the center mark,
and list the integers by opposite pairs from 1 to 5. Monitor to insure
that students have correctly created the number line in their notes.
Point out that zero separates the positives integers (to its right) from
the negative integers (to its left), and that opposite integers are equal
distance from zero. (Gray)
(Collaboration) Allow the students 2 minutes per partner to explain
to a shoulder buddy how to correctly create a number line. Listen for
opposite pairing and which integers are written to the right (positive)
and left (negative) of zero.
After 5 minutes has passed called the class to attention and ask:
a) What number is located in the center of the number line? 0
b) Is 0 positive or negative? Neither
c) How should integers be listed to the right and left of zero?
Opposite pairing
d) How do you know if opposites are in the correct place? They
should be equal distance from zero.
(“Students do…”) Give the students sheet protected copy of a
number line with only the zero identified and a dry erase marker. Ask
them to represent the following integers by writing the its alphabet
above the given integer:
A. -9
B. -5
C. 3
D. 7
Day 2: 6.3a Identify an integer represented by a point on a number line.
1. (“I do……..”) Start lesson by briefly reviewing with students that the
integer part of the real number system. Display a real number system
flow chart and have a student explain the natural, whole, integer, and
rational subgroups. (Tucker)
2. Select students to define the words adjective and verb. Explain to the
students that adjectives and verbs are also used in math to determine
integers, which will be the focus of today’s class. (Gray/Tucker)
3. (“We do…..”) Have students quickly report to the board with their dry
erase marker and eraser. Ask them to draw a number line from -5 to 5.
As they are creating their lines circulate to make sure this skill was
mastered. If a student is having trouble, they may quickly refer to their
number line created during the previous lesson.
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
4. Tell the students that you lost $2 playing a game at Kingsdomion this
summer. Then ask them to graph this loss on their number line.
Circulate and observe which students graphed -2 and which graphed 2.
5. Ask a student that graphed 2 to explain their reasoning, and if there is
a student that graphed -2, have them explain their reasoning.
6. Ask the students to change my situation so that the positive 2 would be
graphed. Have the students graph a few more situations before
reporting to their seats.
7. (“Students do…”)
a) Turn to the next note page of their INB and draw a number line
from -10 to 10 along the first line under the margin.
b) At zero draw a vertical line ten lines down. On the left write the
word negative with the symbol behind it and on the right the
word positive with the symbol behind it. Allow students to work
with a shoulder buddy and come up with nine negative words
that describe integers and the opposite positive word. Give them
about five minutes to complete their list. Circulate and listen for
understanding and address misunderstanding when students
report out.
c) As the students share out they are to add words that they didn’t
think of to their list.
8. Have the students represent the integers from the following situations
on a number line:
Day 3: 6.3b Order and compare integers using a number line.
1. (I do..) Review how to correctly make a number line by having the
students create on in their INB. Once this is done allow them to
compare this line with a shoulder buddy.
2. Give students a sheet protected copy of Negative Location on Number
Line desk activity. Model using “Think Out Loud” how they should
answer each question.
3. (We do..) Give the students about 10 minutes to complete the
remaining questions using the thinking out aloud strategy.
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
4. Allow a few students to come to the board and explain how they got
their answer.
5. (You do..) Give the student the following questions to answer
independently at their desk:
Day 4: 6.3b Compare integers, using mathematical symbols (<, >, =).
1. (I do..) Review 6.3 Study Guide notes and practice problems with
students. Ask them to study it each night so that they will be ready for
the test.
2. Highlight the following facts about integers: (Mr. C/Tucker)
 A negative integer is always less than a positive integer.
 When comparing two negative integers, the negative integer
that is closer to zero is greater.
 On a conventional number line, a smaller number is always
located to the left of a larger number (e.g., –7 lies to the left of
–3; thus –7 < –3; 5 lies to the left of 8 thus 5 is less than 8).
 Comparison between integers can be made by using the
mathematical symbols: < (less than), > (greater than), or =
(equal to).
3. (We do..) Allow the students one minute to review the number line
with their group members. Walk around to identify any errors or
misunderstandings about the number line. (Tucker/Mr. C)
4. Using the Smart board play the integer comparing game at:
mathplayground.com/numberball.html. After modeling how the game is
played, allow students to come to the smart board and remove the balls
in ascending or descending order. Continue this activity until every
students has participated. (Tucker/Mr. C)
5. (You do...) Students will complete Check Your Progress a-g on pages
765-766:
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
6. Select students to come to the board and explain their answers.
Day 5 6.3c: Identify and describe the absolute value of an integer.
1. (I do..) Review 6.3 Study Guide notes page 3 and practice problems
with students. Ask them to study it each night so that they will be ready
for the test. (Mr. C/Tucker)
2. (We do..)Highlight the following facts about integers: (Tucker)
 An integer and its opposite are the same distance from zero on a
number line. For example, the opposite of 3 is -3.
 The absolute value of a number is the distance of a number
from zero on the number line regardless of direction. Absolute
value is represented as |-6| = 6.
 The absolute value of any integer is always positive because
distance is positive.
3. Have students create a number line from -10-10 on the next page of
their INB.
4. Practice determining the absolute values of as many numbers as time
allows. Make sure students practice identifying the absolute value of
numbers on the number line as well as numbers written within the
notation.
5. Also expose students to absolute values with the negative symbol
outside of the absolute value notation. (-|−5| = −5)
6. Have students report to the board and write the absolute value of the
following: Grade student board work individually.
a. |−14|
b. |14|
c. |56|
d. |−21|
e. −|132|
Differentiation
Higher Level
Thinking:
Higher level
thinking will be
demonstrated
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Technology Use:
Students may refer to:
http://www.virtualnerd.com/mid
dle-math/integers-coordinate-
Connections to other
subject areas and/or
authentic applications:
Integers identified and
represented on a number
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
when the
student can
explain verbally
and in writing
how the number
line is created
and used to
identify and
represents
integers.
plane/integers-absolutevalue/integer-definition
line can be connected to the
historical events that that
are represented on a time
Or
line. BC years are like the
negative integers and AC
http://studyjams.scholastic.com/stu are like positive integers.
dyjams/jams/math/numbers/intege Students will combine these
rs.htm
concepts in a project that
will look at historical world
events that occured
http://www.softschools.com/math/i 1through 5 years before
ntegers/integer_number_line/
(negative) they were born -1
to -5 and world events that
http://www.mathwarehouse.com/g occured 1 through 5 years
ames/our-games/arithmeticafter (positive) they were
games/integers-in-space/
born. Zero will represent
the students birth year.
mathplayground.com/numberball.h
tml
Day 1:
1. Project the following question on the board for the students to answer
on the response side of the sheet protector.
2. Ask students to give a thumbs-up when they have answered the
question. Once everyone has answered have put their sheets in the air.
If anyone is incorrect have a student that is correct come up and
explain how they got their answer.
Day 2:
What integer is represented by Point M on the number line?
Checking for
Understanding
A
B
C
D
3
2
1
0
-7 -5 -3
M
1
3
5
Day 3:
Draw a number line that displays the integer that is in between -34 and -36.
Day 4:
(True/False) -14 > -45
(True/False) 0 < -7
(True/False) 7 < -7
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Day 5:
Write the integers that have the absolute value of 16?
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure
& Student
Summarizing
of their
Learning
Have students respond to the following prompt in their math journal:
Day 1:
How did you create and use a number line to identify and represent integers?
Day 2:
Write a real world situation involving an integer and then explain why it is
positive or negative?
Day 3:
In your journal explain how to correctly order and compare integers using a
number line.
Day 4:
In your journal explain how you would determine if the following statement is
true or false: −4 > 0.
Day 5:
In your journal explain why 6 and -6 have the same absolute value of 6.
Day 1: 6.3a
Use the number line to answer the next two questions.
B
E
D
C
A
-1 0 1
Assessment
Part 2
1.
Identify the integer represented by the letter D.
A
B
C
D
5
4
4
5
2.
Which letter represents the number 7?
A
B
C
D
B
C
D
E
Day 2: 6.3a
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Day 3: 6.3b
Day 4: 6.3b
1. Which integer has the greatest value?
-20
-7
A
B
C
D
20
–7
3
2.
What statement is true?
A
B
C
D
–15 < –1 < 0
–15 > 15 < –7
0 < –6 > –20
–7 < –3 > 0
0
3
15
15
Day 5: 6.3c
1.
What number has the same absolute value as 5?
A
C
D
5
1

5
0
5.5
2.
What is the best description of absolute value?
A
B
C
D
Absolute value is always positive.
Absolute value can be both negative and positive.
Absolute value is the distance a number is from zero.
The absolute value and its opposite are equivalent.
B
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Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Teacher Reflection / Effectiveness of Learning
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