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# Kerry Farnum

Observation 1

## Topic: 6.2, Comparing Integers, Grade 6

Essential Question: How can you use a number line to compare and order real life events?

Standards:
6.NS.6c
Find and position integers and other rational numbers on a horizontal and vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
6.NS.7a
Interpret statements of inequality as statements about the relative position of two numbers on a
number line diagram.
6.NS.7b
Write, interpret, and explain statements of order for rational numbers in real-world contexts.

## Learning Objectives & Assessments

Objectives Assessments

Learners will be able to use a horizontal Students will use their arms to indicate
and vertical number line to compare which inequality sign (<,>) to use to
positive and negative integers. compare two integers. On Your Own #1-3.

Learners will be able to order positive and Students will be assigned an integer and
negative integers on a number line for real must order themselves accurately on a life-
life situations. sized horizontal number line. On Your Own
#4-6. 6.2 Quick Check on Google
Classroom.

Materials:
For the class:
Chromebook
Pencil
6.2 Note Sheet

## For the teacher:

Promethean Board
Internet access
Integer cards
Masking tape for life-sized number line

## Pre-lesson assignments and/or prior knowledge:

Students will have explored real-life applications of integers and have a basic understanding of
how to express values and contexts using positive and negative integers.

Lesson Beginning:
Students will complete pre-assessment on Google Classroom independently. Teacher will review
any homework problems from the previous evening that students had trouble with. Teacher will
use pre-assessment and HW to group students. (10 minutes)

Instructional Plan:
Timetable & Transitions:
0:10:00-0:25:00
● Example 1: Comparing Integers on a Horizontal Number Line
○ Teacher will use L6.2 Flipchart to display the number line in students’ packets on
the board. Teacher will work through problem, plotting both points and noting
where the numbers are in relation to one another (left and right) and where zero is
(not always in the middle). Students will use the number line to create a rule for
integers placed on a horizontal number line: the further left on the number line,
the smaller the number; the further right on the number line, the larger the
number.
● Example 2: Comparing Integers on a Vertical Number Line
○ Teacher will use L6.2 Flipchart to display the number line in students’ packets on
the board. Teacher will work through problem, plotting both points and noting
where the numbers are in relation to one another (above and below). Students will
use the number line to create a rule for integers placed on a vertical number line:
numbers below are less than numbers above; numbers above are greater than
numbers below.
● Where might you see a vertical number line that has positive and negative
numbers?
● Teacher will give students an integer on a note card. Students will pair up to hang the
note cards on the lockers on the number line, then use their arms to show which is
greater. Students will hang the note cards on both a horizontal and vertical number line.

Transition: If you are greater than 7, go back to your seat. If you are less than -7, go back to
your seat. If you are between 4 and 7, go back to your seat, If you are between -4 and -7, go back
to your seat. If you are less than 0 go back to your seat. If you are greater than 0 go back to your
seat.
0:25:00-0:35:00
● Example 3: Ordering Integers
○ Teacher will use L6.2 Flipchart to display the number line in students’ packets on
the board. Teacher will work through problem, showing students how using a
number line to compare integers can help in ordering integers. Teacher will note
the difference between labeling a number line and graphing integers with closed
circles.
○ Expected Misconception: Students may flip the order of negative integers- remind
them that numbers on each side of the number line are mirrored and have
opposites, so while negative integers get bigger as they approach zero, -1 is bigger
than -4.
● Example 4: Reasoning with Integers
○ Students will convert a timeline into a number line using years as integers.
■ How is a number line different than a timeline?
■ What is the “zero” of a timeline?
○ The Han Dynasty ends after Zhang Qian opens up the Silk Road and before the
Han Chinese produce glass. What is the latest that the Han Dynasty could have
ended? What is the earliest it could have ended?
○ Teacher will show students the benefit of drawing a number line and will discuss
how a number line and a timeline are similar.
● Expected Misconception: Students will flip latest and earliest years. Pull out
language- remind students that as you move to the left on the number line,
numbers get smaller.
● Example 5: Real-Life Application
○ See attached NJ temperature sheet.
○ Students will work as a group

Differentiation:
● Pair students of similar ability so one partner does not get lost in the mix based on 6.1 QC
and HW scores
● Teacher will present directions verbally, then ask students to repeat certain directions to
ensure comprehension.
● C.S. -- will tell class plan for the period and date of next quiz in advance to ease nerves
● Students will be seated in groups of varied ability to allow more advanced learners to
reaffirm skills through explaining and less able learners to be given direction from their
peers.
● Students will be given the option to stand at a back table for a period of time if they
prefer as they work.
● Students will be given an on-screen timer for independent tasks to maintain pace of the
lesson as well as promote time-management skills and ease anxiety.
● More able pairs will be given more difficult combinations of integers during the number
line activity.

Classroom Management:
● Bell to get attention
● Teachers will circulate to answer questions/assist as needed.
● Teacher will lead students in whole-brain teaching call-outs: Intelligent 6th grade
mathematicians, whooping, looking good, wow Miss Farnum, say oooo say ahhhh,
zooming, air high five
● Turn and talks
● Be a problem solver- use number line as a resource- what if you don’t have a number
line?

Closure:
The lesson will conclude with a summative quick check for lesson 6.2 to be completed on
Example 5: Real Life Application

Jersey.

## B. has a negative fahrenheit temperature ever been recorded in

Medford, NJ? Explain.

C. If Wildwood reached a new record low tonight, but the new record low is greater than the
record low in Mays Landing, what integers could represent the new record low in Wildwood?