Micro Teach # 2

Rebekah Labansat

Concept: Ordering & Comparing Integers on Number Line

Standards/Rationale: 6th Grade Mathematics: 111.26. (b) 2C

Learning Target: Assessment:

Given various integers, students will Completed number lines and comparisons
correctly place integers in order on a with integers
number line and compare integers with
70% accuracy.

Materials: document camera, white board, markers, paper, number dots, small number dots for teacher input & flashcards for guided
practice activity

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set
 distribute number dots to students,
ensure all students have one dot
 tell students to discuss the
similarities and differences  discuss similarities and differences
between their number dots at their between table group number dots
table
 monitor groups and listen to their
discussions
 ask for 5 volunteers to represent  volunteer to represent a type of
each of the following types of number and stand up in the front of
numbers: (positive, negative, the class
fraction, zero) & move to the front
of the class
  ask students if any of the numbers
in the front don’t belong with the
rest of the group
 instruct the student who represents
fractions to sit down
 ask students why zero belongs
with the group
 explain that the numbers still
standing in the front are called
“integers”
 Respond to the question by
explaining that the fraction does not
belong because the rest are positive
or negative whole numbers, while a
fraction is a part of a whole
 Respond to question by explaining
that zero is special because it is
neither positive or negative, but is
still considered a whole number

 So class what numbers are  All students respond “Integers are

integers? positive numbers, zero and their
 explain that today we will learn opposites”
how to organize integers on a
number line
Teacher Input:
 draw number line on sheet of paper
and place under document camera
 ask students if they ever seen  respond by saying yes, its called a
something like this in history class timeline and we use it to order
and what is it used for? historical events by date
 explain that math has a similar
thing and its called a number line,
we use it to organize integers from
least to greatest
 Brainstorm real world applications  think of 2 real world examples and
that a number line might be useful share it with a partner
 Discuss alternative real world
applications of a number line as a
class
 point to number line and explain
this is how it is drawn in math
class so it’s a little different than
the one in history

 direct all students to draw number  draw a number line like the one
lines on their paper shown on the board
 instruct student to follow and label
everything I do on their paper. So
at the end our papers should be
identical twins
 explain that zero is our special
number so it is going to be our  mark zero in the middle of the
center so I am going to place and number line
label 0 in the middle of the number
line
 instruct students who are positive  stand up if their number dot is a
numbers to stand up positive number
 explain that these numbers need a
home and their home is going to be
on the right side of the zero
 draw an arrow above the number  draw an arrow and label it positive
line towards the right of the zero numbers
and label it positive numbers
 instruct all students to stand up,  all students stand up, point to the
point to right (with right hand) and right and say positive numbers are to
say positive numbers are to the the right of the zero & then sit down
right of the zero & then sit down
 explain that we need to organize
these numbers by putting them in
order from least to greatest
 label the marks on the right side
starting with 1 through 10  label the number line 1-10
 ask students where the first dot is  respond by explaining the first dot is
supposed to go going to go on the second mark
 continue the process until all the
dots are on the number line from
least to greatest
 cover right side of number line and
instruct students who are negative  stand up if their number dot is a
numbers to stand up negative number
 explain that these numbers need a
home and their home is going to be
on the left side of the zero
 draw an arrow above the number
line towards the left of the zero  draw an arrow and label it negative
and label it negative numbers numbers
 instruct all students to stand, point
to left (with their left hand) and  all students to stand up point to the
say negative numbers are to the left and say negative numbers are to
left of the zero & then sit down the left of the zero & then sit down
 explain that just like the positives
we are going to organize them,
BUT in the opposite direction
 ask students: Will the first mark
still be 1?  respond by explaining the first mark
 label the first mark -1 and label the will be -1 because to the left of the
rest through -10 zero is negative numbers
 ask students where the first dot is  label the number line -1 through -10
supposed to go
 continue the process until all the  respond by explaining the first dot is
dots are on the number line from going to go on the first mark
least to greatest
 instruct all students to stand and
point to their head
 for every motion explain their
 meaning: (head -number line 0 is
the center) (point right- positive  point to their head, then to the right
numbers are to the right of zero, and lastly to the left
point to left -negative numbers are
to the left of zero
 Complete the above hand motions
 instruct students to do it all  explain what each hand motion
means in relation to a number line
 cover up the left side of the  complete the hand motions and
number line and ask students: explain the meaning behind each one
Which number is bigger? 7 or 3  respond by saying 7
 How do we know that 7 is bigger
than 3?  respond by explaining that we know
 ask students if there is another way that 7 is bigger because if I have 7
of knowing that 7 is bigger than 3? dollars than that is more than if we
 ask students: is it true that the only had 3 dollars
further away from zero the bigger
the number?
 give students a few seconds before
responding  after a few second of reflection,
 explain that this is another way of respond yes!! That is true!
finding out which number is bigger
one the number line
 uncover the left side(cover right
side) and explain that this exact
method is not true for this side, but
the OPPOSITE IS TRUE
 tell students on the left side of zero
that the further away from zero the
smaller the number
 ask students: Is -5 or -2 bigger?  respond by explaining that -2 is
Why? bigger because its closer to zero
 uncover the entire number line
  ask students: What is the function  Respond by explaining that it is a
of a number line? tool to organize integers from least
to greatest
 ask students: What is the smallest  respond by explaining that -10 is the
number on this number line? How smallest number because the number
do you know that? line is from least to greatest so the
 review the concept of integers and smallest number is the farthest
number lines by watching a video number on the left side
( https://youtu.be/TPJjGMROQoc)  Watch video and then come up with
& explain every group of students an explanation on how the real world
must orally explain one of the real examples connect to the concept on
world application connection to a a number line
number line  Every group shares the explanation
 ESL Strategy: add the to the class
vocabulary terms “integers” &  ESL Strategy: 2 volunteers get some
“number line” to the Word tape and post the words on the Word
Wall Wall
Guided Practice:
 tell students its activity time! And
their activity for the day is called
“Mix-Freeze-Group”
 explain that students will “mix”  listen to the teachers instructions of
around the room until I yell the activity
“freeze” then students will freeze
where they stand
 Next, I give a true/false
comparison statement of integers
 Students will answer with their
fingers (1 finger is true) or (2
fingers is false)
 When I shout “show me” students
will hold up their numbers and
group according to their number
  Pass out flashcards of integers per
group
 explain that each group of
students has to build a number line
by arranging the numbers from
least to greatest
 check for student understanding by
asking several questions 1. Mix around the room until you yell
1. What is the first thing you guys out “freeze”
will do when I say go? 2. We answer the first question with
2. How will you answer my first either 1 or 2 fingers. 1 finger means
question? What does it mean? the comparison is true and 2 fingers
means the comparison is false.
3. The answer to the first question
3. Does the answer to the first answer
indicates which group you will be in
tell you what to do next?
for the next activity.
4. The task is to create a number line
4. What is your task with the
with the integers by putting them
flashcards of integers?
from least to greatest.
 ESL strategy: have students
 ESL Strategy: Partner up and run
partner up and do the visual
through the Pictionary cards (switch
vocabulary by using the Pictionary
so both students gets to guess the
cards (one shows the picture & the
terms)
have to know the term)
Independent Practice:

 pass out worksheets that consists

of 6 number lines and 6
comparisons
 tell students that they must order  order the integers on 6 different
the list of integers on the number number lines and complete 6
line and complete the comparison comparisons independently
statements with proper signs (<,>)
  monitor students during
independent activity
 clarify any misunderstandings that
rose from guided practice activity
 help any students who may have
been lost in confusion through the
group activity
Closure:
 use the “Think-Pair-Share”
strategy
 instruct students to turn to their
table partner and share where zero,
negative numbers, and positive
numbers go on a number line
 monitor the students discussions to
ensure they stay on topic
 listen for accurate information
shared among student pairs
Options:
Enrichment:
 Students choose 1 out of 2 activities
to complete
o 1: In pairs, the bankers has $50
dollars (secret), give the
shopper a sheet of items and
says go shopping and have
fun! The banker must keep
track of the money with every
purchase on a number line,
 demonstrate understanding of the
ordering and comparing integers
using a number line
 ask teacher questions if lost or
confused with any concept
 wait 5 seconds to think over the
number line directions
 explain that on a number line zero is
the center, the negative numbers go
on the left side of zero and the
positive numbers go on the right side
of zero to their partner
Reteach:
 I will assign students who do not
grasp comparing and ordering
integers to watch the following
video:
https://youtu.be/KLPlvaXg1FM
 Then, after watching the video,
students must write 2 things they
 without telling the shopper
how much money he/she has
left. The banking sheet is
turned in.
o 2: Given statistics of a
basketball game, students will
plot the win and lose games
(win = (+) number and lose =
(-) number) by date on a
number line. Label by date and
determine the team’s lowest
and highest score of the
season.
Modifications:
SPED: Autism
 Reduce the goal of lesson to only
ordering integers on a number line
instead of both mathematical
concepts
504: Dyslexia
 Required to complete only 3 out of
the 6 independent practice problems
504: Epilepsy
learned from the video
 Finally, I will meet one-on-one with
the students so I can ensure the
video helped them understand the
material and students can share
their new knowledge
Accommodations:
SPED: Autism
 Provided a graphic organizer to
outline the key information during
teacher input
 May participate in alternative
activity on the computer if desired
during “Mix-Freeze-Group”
504: Dyslexia
 Given pre-written notes of key
information explained during
teacher input
 Extended time to complete
independent practice problems for
homework
504: Epilepsy
 Set a time expectations for
  Allow extra time to complete the assignments by displaying a timer
independent practice problems on the board
 Encourage positive reinforcement
by asking all students to high five
and say “good job” 2 students after
the “Mix-Freeze-Group” strategy
Vocabulary:

 Positive Number  Word Wall shown below

 Negative Number
 Zero  Visual Vocabulary below
 Rational Number
 Integers (added after lesson)
 Number Line (added after
lesson)
 Comparison Signs

Vocabulary Picture
Comparison Signs

Integers
Negative Number

Number Line

Positive Number

Fraction

Zero
 Zero:
Positive Numbers:
a whole number that is
neither positive nor a number that is bigger
negative than zero

Fraction: Comparison Signs:

a number between 0 and 1 & Negative Numbers: show if a number is bigger
expressed as one number a number that is smaller than than (>), less than (<) or equal
over another number zero & represents opposites (=) to another number

Number Line:
Integers: a line where numbers are
a whole number that can by marked at intervals & a tool
positive, negative or zero. showing number relationships