Meghan Kelly

5th Grade Level IV AAP

Floris Elementary School

Math

Tuesday

Topic Integers: What are Integers?

SOL/Unit Unit 3: Rational Numbers and Exponents/Unit 4: Integer Operations

SOL 6.3 and 6.6

Learning Objectives:
Students will understand that the number line extends in both directions.
Students will identify and order integers. Students will apply integers to real-
world contexts.

Materials Rational Number Flowchart (copy for notebooks for students to fill out)
Integers Video
Integers Powerpoint
Notecards
Classroom Number lines

Lesson Link:
Overview  Class discussion on different types of numbers as they have previously
learned and created a visual for (point out the graphic organizer on the
anchor chart)
 Introduce the “Rational Number Flowchart” and work together to
identify numbers that go into each category based on prior knowledge
 Students will add the flowchart to their notebook and fill it out as we
go
Engage and Explain:
 Work together to develop a definition of integers: the set of whole
numbers, their opposites (negatives), and zero
 Emphasize what is not included in integers: fractions and
decimals
 Watch the video about integers and putting them on a number line
 https://safeyoutube.net/w/K3u
 Look on powerpoint to emphasize number lines
 To the right of zero (greater than zero) is positive
 To the left of zero (less than zero) is negative
 Zero is neither positive nor negative
 Turn and talk: what do you notice about the value of negative
integers?
 Looking at integers in real life
  Using powerpoint and whiteboards, “represent an integer for
each of the following” slide
 Transition into Ground Zero Activity
 Create an index card example of an integer with students
 One side is the integer, the other side is its opposite
 Create a practical solution for the integer and show it on the
number line
Active Learning:
 Ground Zero Activity
 Students will be given a notecard with an integer on it
 On the back, they must write the opposite integer
 They must place both integers on a numberline on the
corresponding side, and use both integers in a practical
solution
 After completing their notecard, they will place their integer on
our class number line, choosing one side and example to
display
 Early finishers: take some time to look at other practical
examples people chose… can you think of other options?
 If time:
 Choose a few examples that would work on a vertical number
line
 Add these examples to the vertical class number line
 What are the differences between a vertical number line and a
horizontal number line?
Reflect:
 Did you:
 Develop a definition for integers?
 Learn examples and non-examples of integers?
 Practice using number lines to display integers?
 Learn how integers can be seen in our lives? (practical
solutions)
 If students can answer yes to all of these questions, then they will know
they got it. I will know that students got it based on their notecard
(which includes an example of two integers, the use of a number line,
and a practical solution).
Next Steps:
 Comparing integers looking at the number line
 Which integers are larger? Which integers are smaller? How do
you know? What do you notice about the numbers on the
number line? What is the difference between positive and
negative integers?

Assessment/ Student Integer Notecards

Extension