UNT Lesson Plan

Teacher:
Subject
area:

Kelly
Harris
Math

Date:
Grade
Level:

10/2010/21

6 th

District:
Unit Title

Denton
ISD
Integers

School:

Calhoun

Lesson
Title:

Coordinate
Plane &
Multiplying
Integers

Purpose and Lesson

Standard(s):
Texas Essential Knowledge and Skills
6.3C: The student is expected to
represent integer operations with
concrete models and connect the
actions with the models to
standardized algorithms.

Understanding goals(s):
Students will understand how to
determine whether a product is
positive or negative.
Students will understand there are
four quadrants in the coordinate
plane and how to plot points in each
quadrant.

Essential Question(s):
How can a coordinate plane be used
to give directions?
Why is a coordinate plane made up
of four quadrants?
What are the rules for multiplying
integers?

6.3D: The student is expected to

add, subtract, multiply, and divide
integers fluently.
6.11: The student applies
mathematical process standards to
use coordinate geometry to identify
locations on a plane. The student is
expected to graph points in all four
quadrants using ordered pairs of
rational numbers.

UNT Lesson Plan

Student
Objectives:
Given a concrete
model students can
interpret the
number sentence
and determine the
product.
Given two integers,
students can
determine if a
product is positive
or negative at 90%
accuracy.
Using the floor as a
coordinate plane,
students can
express their
location as an
ordered pair at 90%
accuracy.
During discovery
about the

Assessment of
Objectives:
Students will complete
a Bellwork over
multiplying integers in
the following class.
The teacher will call on
students to share the
ordered pair
representing their
location with the class.
The teacher will
observe students
participating in group
activities.

Lesson Steps/Activities including Timeline & Grouping

The classroom will be set up as a large coordinate plane with tape
marking the axes. In the hallway students will write their name on a
Post-It note they are given.
COORDINATE PLANE (45 minutes)
Engage
As the students as entering the classroom the teacher will tell all
students to freeze and place their Post-It note with their name
where they are standing. Students will be presented with the
question: How would you define the location of your Post-It note?
Students will table talk with their group about what they need to
know in order to determine the location of their Post-It note.
Explore
Students will hypothesize a rule for plotting ordered pairs. Students
will make a table in their journal about the location of all the Post-It
notes in the class. In their groups students will discuss the results of
their data and reflect on their hypothesis.
Explain
Students will share their hypotheses for plotting ordered pairs with
the rest of the class and the teacher will provide feedback and
clarify. The teacher will ask for students to share the ordered pair for
their Post-It note. The teacher will pose a word problem over the
projector so students can translate directions into points on the
coordinate plane.

UNT Lesson Plan

coordinate plane
students will accept
learning together
as a community
benefits all.
When sitting at
their desks,
students will
display good
posture for 10
straight minutes.

Elaborate
Students will discuss interdisciplinary connections with other
subjects, for example, social studies and mapping. Groups will be
given an ordered pair and work backwards to create their own word
problem describing the path from the origin to the ordered pair.
Evaluate
Homework due the following class: Page 111 #6b, 6d, 7a, 7f, 8
Students will discuss the homework in the beginning of the following
class. Students will focus on problems they found difficult so they
seek clarification.
MULTIPLYING INTEGERS (45 minutes)
I do:
The teacher will model 3 X 30 using a pictorial model. On page 119
the teacher will then model 10a.
The teacher will share that in English using a double negative really
equals a positive with the example, I didnt do nothing means I
did something.
We do:
As a class we will work on page 119 10b and 10c to determine the
product from a pictorial model. Students will tell the teacher step by
step how to determine the product.
After students practice using the pictorial model in their small
groups, the class will now create the pictorial model to determine
the product from a number sentence on page 119 11a and 11b.
You do in groups:
In their small groups students will complete 10d, 10e, and 10f on
page 119.
Students will discuss their answers to determine the rules for

UNT Lesson Plan

multiplying two positive integers and multiplying a negative and a
positive integer. After discussing the rules students will begin to
copy the table in their notes from page 120.
You do by yourself:
Homework: Page 120 #16a, 16b, 17a, 21. For a challenge students
may try problem 23, if they answer this problem correctly they will
receive 5 tickets.

Language
Modifications
Students may work
with a peer to help
understand content
based language.

Special Needs
Modifications
Students may be
provided with a table
to input their data
instead of drawing a
table in their notes.

Materials & Resources:

Technology:

Springboard Textbook
Tape
Post It Notes

Projector
PowerPoint

Reflection
What worked:
What parts of the lesson led to
engagement and student learning?

Improvements:

Overall Implications for your

teaching:
How can you increase student
What did you learn from teaching
learning, engagement, etc, next time this lesson that can apply to other
you teach this lesson?
lessons?