INSTRUCTIONAL PROJECT 4

( SAMPLE LESSON PLAN)

EDUC 5312 Curriculum and Instructional Design

MELIKE ONCU

NORTH AMERICAN UNIVERSITY

APRIL 2021

INSTRUCTIONAL PROJECT 4: SAMPLE LESSON PLAN

Date: 4/25/2021
Teacher: Melike Oncu
Subject: Mathematics / 6th Grade
Topic: Identifying Integers and Their Opposites
Concept: Numerical Representations and Relationships
Time: 45 minutes

Texas State Standards:

6.2 The student applies mathematical process standards to represent and use rational numbers in
a variety of forms.
Student Expectation:
6.2.B Identify a number, its opposite, and its absolute value.
ELPS: c.1.A use prior knowledge and experiences to understand meanings in English.
Process Standards
6.1.D: communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
Students use number lines to represent the integers and opposites that are described with
language and/or numbers with or without negative symbols. In this way, students are able to
make the connections between and become fluent in using the different representations of
integers and their opposites.

Learning Objectives
Before
Students understand whole numbers, fractions, and decimals:
•      compare and order whole numbers
•      compare and order fractions
•      compare and order decimals

In This Module
Students recognize, order, and perform computations with integers:
•      identify a number and its opposite
•      compare and order integers using a number line
•      find the absolute value of a number

After

Students will connect whole numbers and integers:

•      locate, compare, and order integers using a number line
•      perform operations with integers

Key Vocabulary:
Review Words: ELL/ SpEd Support (Review as needed with the whole class)
 Equal    Number line             
 Greater than              Symbol
 Less than                   Negative sign          
 Whole number Plus sign

Preview Words:
Integer : Any positive whole number, the opposite of any positive whole number, or zero.
Negative integer : Any integer that is less than 0.
Positive integer : Any integer greater than 0.
Opposites: Two numbers that are the same distance from 0 on a number line, but on opposite
sides of 0.
Absolute value of a number : The distance a number is from 0 on a number line.
Compare : To relate two or more numbers based on their sizes.
Order : To write a group of numbers in a particular way based on their sizes.

Materials and preparation:

  Whiteboard (and/or projector/document camera)
 Whiteboard markers
 1–2 pieces of paper per student for Introduction and Assessment Class set of the
Understanding Absolute Value worksheet
 Class set of the Absolute Value Word Problems worksheet
 Opposites and Absolute Value worksheet (for Enrichment section)

Differentiation
Manipulative:
 For Explore Activity 2, some students have difficulty labeling a number line and folding
it so the opposite integers line up. It may be helpful to give them printed number lines
with a vertical dashed line through zero.
 If students are struggling to solve the Absolute Value Word Problems independently,
have them complete the problems with a partner.
 Cut the Absolute Value Word Problems out and use them as task cards with smaller
groups so that students are only looking at one problem at a time.

Introduction (10 minutes)

Motivate the Lesson: What is the coldest weather you have ever experienced? Have you ever
experienced a temperature that is below zero? How do you write a temperature that is below
zero? Begin the Explore Activity 1 to find out.
Modeling: Point out to students that the number line is presented horizontally, but for elevation it
is useful to think of it vertically. You may want to draw a vertical number line on the board and
label the various locations presented in the table on the vertical number line. Make sure to
include 0 at the center of the number line. Include at least one missing positive number and at
least one missing negative number. Ask students to identify the missing numbers on the number
line and write those numbers on a sheet of paper.

Explore Activity-2 (15 minutes):

Connect Vocabulary: To help students understand the concept of opposite in math and in
other contexts, make a list with students of pairs of opposites, such as hot and cold, black,
and white, up, and down, left, and right. Clarify that left and right is used in the math
concept of opposite with negative numbers to the left of 0 and positive numbers to the right.
Zero is its own opposite.

Questioning Strategies:
 ●     Does every integer have an opposite? Explain.
Yes, zero is its own opposite. For all other integers, the opposite has a different sign.
●     How does a number line help you understand what the opposite of an integer is?
I can visually see that 4 and -4 are the same distance from zero.

Connect to Daily Life: Explain that bank statements record amounts of money being
withdrawn or spent as negative amounts and amounts of money being deposited as positive
amounts.

Check for Understanding: How do you find the opposite of an integer? Look for the
integer that is the same distance from 0 but on the other side of zero.

Practice & Homework:

Example-1 (15 minutes):

Engage: Have students take turns graphing an integer and then have another student graph
the integer’s opposite on the number line.

Focus on Patterns: Elicit from students that when finding the opposite of the opposite of a
positive number, the pattern of the signs in the steps is +, -, +. When finding the opposite of
the opposite of a negative number, the pattern of the signs in the steps is -, +, -.

Questioning Strategies:
●     Is the opposite of a temperature always colder? Explain.
No, because if the temperature is negative, say -5°, then the opposite would be 5°,
which would be warmer.
●     Is the opposite of an opposite always the number you started with? Give an example.
Yes. If you start at 3, the opposite is -3, then the opposite of -3 is 3.
●     Explain how you could use a number line to find the opposite of 8.
First graph a point 8 units to the right of 0. Then graph a point the same distance to the
left of 0. That point will be at -8.

Guided Practice: Have students work on Additional Example 1 then explain.

Practice & Homework:

Possible Errors / Common Errors:

  If students seem to get lost with the notation “the opposite of the opposite of,” suggest
that they work backward through the sentence. First, they find the opposite of 1, which is
-1. Then they find the opposite of -1.
 Remind students to label the points they graph on the number line carefully, so it is clear
which point they intend as the answer.
 Remind students that zero is its own opposite.
 Some students may forget to save a minus sign in the answer while adding integers by
finding the absolute value. Encourage these students to control sign of each sum. Some
students may forget to enroll minus sign in answer when adding integers by finding
absolute value. Encourage these students to check the sign in each amount.
 Remind students that the sum of any real number and vice versa is 0. Encourage students
to use mental math for these types of exercises. Students when zeroes are added to or
subtracted from any of them number, this number does not change. This applies to all
real number sand known as the Identity Property of Aggregation, a + 0 = a and 0 + a= a.

Evaluation (Formative and Summative Assessment):

Student Performance

●     Assessments
■     Textbook assessment
■     Common assessment
■     Benchmark
■     Released STAAR questions
■     Advanced Placement
●     Lab
●     Project
●     Essay
●     Short answer response

Formative
Concepts & Skills Practice (Practice-Homework on Your Own)

Explore Activity-1
Explore Activity-2
Example-1
Summative
Module Quiz 1: B
Unit Test 1: A

Enrichment
Activity:
The lowest and highest places in the United States
are both in California, as shown in the graph. How
can you use the graph to find the difference in
elevation between the two locations?

If you start at the lowest point, you need to go up

282 ft to sea level and then another 14,495 ft to get
to the top of Mt. Whitney. 282 + 14,495 = 14,777

Closure: (5 minutes)
 At the end of the lesson, I ask the students to share one sentence of what they have
learned with the class. I encourage them not to repeat what the previous friends have
shared already.
 I will help them with corrections or clarifications and complete revising the topic before
giving the assignment sheets.

Resources:

 https://www.education.com/lesson-plan/absolute-value/
 https://curriculum.harmonytx.org/webshare/Math/curriculum/course-I/files/1.1.htm
ADDITIONAL EXAMPLE 1

1) The value for October is the opposite of the opposite of the value from August. What was
the depth variation in October? (-4)

2) Sara keeps a record of the money that she deposits and withdraws from her account each
week.

Which week(s) does Sara have a negative entry in her account? (Week 3)

3) Sara keeps a record of the money that she deposits and withdraws from her account each
week.

 Which week’s entry was the closest to zero?(Week1)

 For Week 4, Sara’s entry is the opposite of the opposite of her entry on Week 1. What is
her Week 4 entry? ($4)

4) Graph each value and its opposite on a number line.

 Name __________________________________________Date _____________________________

Absolute Value Word Problems

Answer each question. Use what you know about absolute value!
 The table below shows the low temperatures over the last few days in Oak Creek.

1. On which day was the low temperature the coldest?

2. On which day was the low temperature furthest from zero?
3.The low temperature on Monday was 1°F, and the low temperature on Tuesday was -3°F. On
which weekday was the low temperature closest to zero?

 Devin went on a cross-country road trip last summer. This table shows the elevations of
some of the cities he visited.

1. Which city is closest to sea level?

2. Which city has the highest elevation?
3. Devin also went to Harrisburg, which has an elevation of 18 meters. Which city in the table
has the closest elevation to Harrisburg?
 An environmental scientist is measuring changes in the water level of a local stream. This
table shows the changes she recorded during the last few months.

1. During which month did the water level decrease the most?
2. During which month did the water level change the most?
3. The scientist recorded the change in water level in September, and that value was the
greatest change so far. What is one possible value for the change in water level in
September? Explain your reasoning.