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Direct Instruction Lesson Plan Template

Teachers: Madison Brown Subject/Grade: 6th Grade Math

Standard:

6.NS.C.5 - Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use
positive and negative numbers to represent quantities in real-world context, explaining the meaning of 0 in each situation

Objective (Explicit):

SWBAT understand that positive numbers and negative numbers describe quantities that have opposite values or directions

Evidence of Mastery (Measurable Statements):

● Objectives MET: Students are able to identify the value of integers, find opposite values and their directions

● Objectives PARTIALLY Met: Students are able to understand 2 out of 3 key concepts: identify the value of integers, find
opposite values and their directions

● Objectives NOT Met: Students are able to understand 1 out of 3 key concepts: identify the value of integers, find opposite values
and their directions

Sub-objectives: (Sequenced from basic to complex)

● SWBAT locate integers and other rational numbers on a number line
Key vocabulary: Materials:
Student workbooks
Integers: The set of whole numbers and their opposites Pencil

Positive numbers: Numbers that are greater than 0. They are

located to the right of 0 on a horizontal number line and above 0
on a vertical number line

Negative numbers: Numbers that are less than 0. They are

loathed to the left of 0 on a horizontal number line and below on
0 a vertical number line

Elevation: Height above or below a given level, often sea level

Opening (state objectives, connect to previous learning, and make relevant to real life):

Teacher will say: “ Today we are going to be learning about positive and negative numbers. Our objective for the day is that you will be able to understand
positive and negative numbers describe quantities that have opposite values or directions. Before we dive straight into our workbooks I want you all to focus
your attention to the back wall. Do any of you know what this is called? (Number Line). A number line shows us positive and negative numbers. Raise you hand
if you know what a negative number is or looks like? What differences do you notice about positive and negative numbers? (Wait for student responses)
Negative numbers are all numbers to the left of 0 and all positive numbers are to the right of 0.
Instructional Teacher Will: Student Will:
Input I do
-Direct students to turn to page 543 in their workbooks, and ensure -Open to page 543 in your workbook as instructed by the teacher.
everyone is on the correct page.

-Pay attention as the teacher introduces the topic of Positive and Negative numbers.
-Introduce the topic of Positive and Negative numbers, emphasizing the
importance of understanding these concepts in math.
-Follow along as the teacher explains what makes a number positive or negative using
-Use the number line in the back of the class to visually explain what the number line.
distinguishes a number as positive or negative, encouraging students to
actively participate in the discussion. -Listen carefully as the teacher reads question 1 and underlines important
information.
-Read question 1 aloud while underlining key information, and guide
students to identify key details in the word problem.
-Watch as the teacher models how to solve problem 1 step by step.

-Demonstrate a problem-solving technique for question 1, providing clear

explanations and reasoning behind each step. -Read question 2 and underline important information.

-Read question 2 together and model how to underline key details. -Create a T-Chart in your notebook to compare the differences between positive and
negative numbers for problem 2.
-Have students create a T-Chart in their workbooks to compare the
differences of positive and negative numbers for question 2. -Observe as the teacher completes the same process for problem 5, paying attention
to the steps and strategies used.
-Repeat the same process for problem 5.
-Engage in class discussions and ask questions if they are unsure about any steps.
-Encourage students to participate and ask questions throughout the
lesson to ensure comprehension and engagement.

-Provide opportunities for students to take notes and ask for clarification
as needed.
Co-Teaching Strategy/Differentiation

Co-Teaching: (Parallel Teaching)

Before the lesson starts the class will be divided into two smaller groups. One teacher will take a set of students and work on rations, while
my group works on positive and negative numbers. Each teacher is on opposite sides of the classroom.

Differentiation: If students are seeming to struggle I will adjust my pacing of the instruction based on the needs of the group. I will also
offer a visual of a number line that contains both positive and negative numbers.
Guided Teacher Will:
Practice We
-Direct students to turn their workbooks to page 546, and ensure
do everyone is on the correct page for the lesson.
-Have a student read problem 3 aloud to the class
-Ask guiding questions such as: "How many units is 4 from 0?"
and encourage students to participate.
Student Will:
-Turn to page 546 in your workbook as instructed by the teacher.
-Actively listen as the teacher reads problem 3 aloud.
-Think about the question: "How many units is 4 from 0?" and be prepared to respond.
-Watch as the teacher models counting from 0 to 4 and identify whether 4 is located above or
below 0 on the number line.

-Demonstrate counting from 0 to 4, allowing students to visualize

the distance, and ask whether 4 is located above or below 0 on
the number line.
-Model how to plot a point at the opposite of 4 on the number
line.
-Pay attention as the teacher plots a point at the opposite of 4 on the number line.
-Read problem 5 and underline important information.
-Participate in filling out the numbers on the number line with the help of the teacher.

-Read problem 5 aloud, and ask students what key details need to -Raise your hand and answer parts a, b, and c of problem 5 when prompted by the teacher.
be underlined.
-Turn to page 547 in your workbooks as instructed.
-Guide students by filling out the numbers on the number line.
-Listen as the teacher reads problem 1 aloud and models how to solve for the value of c.
-Have students raise their hands and participate in answering
parts a, b, and c of problem 5. -Think about the values of a, b, and d, and be ready to raise your hand and answer.

-Ask students to turn to page 547 in their workbooks. -Pay attention as the teacher reads problem 2 aloud and underlines important information.

-Read problem 1 to the students, modeling how to solve for the
value of c.
-Encourage students to raise their hands and answer for the
values of a, b, and d.
-Think and answer the question "What number is between 0 and 1?".
-Participate in helping to identify the other intervals for problem 2.
-Listen as the teacher reads problem 3 to the class.

-Guide students through problem 2 by reading it aloud and -Raise your hand and be prepared to answer parts a, b, and c of problem 3 when called on by the
teacher.
underlining important information,

-Teacher will help guide students to plot numbers by asking them:

"What number is between 0 and 1?" and encouraging students to
identify other intervals.

-Read problem 3 to the class, and have students participate by

raising their hands to answer parts a, b, and c.
 ​

Co-Teaching Strategy/Differentiation

Co-Teaching: (Parallel Teaching)

The class will be divided into two smaller groups. One teacher will take a set of students and work on rations, while my group works on
positive and negative numbers. Each teacher is on opposite sides of the classroom.

Differentiation: I will monitor students progress and adjust my instruction if needed. If confusion still is prevalent in the students I will
offer manipulatives and visuals to help students understand the concept.
Independent Teacher Will:
Practice You
do
-Instruct students to turn to page 549 in their workbooks, and
everyone is on the correct page for the group activity.
-Inform students that they will be working in their table groups to
complete problems 2-3,
-Go over group expectations with the students: What does it look
like? What does it sound like?
-Have students circle question 4 and write exit ticket
-Give 5 minutes for students to work together to solve problems
2-3 within their table groups
-Circulate the classroom to monitor students' progress, and
provide help as needed.
-Refocus the class after the 5 minute timer goes off and instruct
students to work independently on their exit ticket question.
-Collect exit tickets from each student
Student Will:
-Turn to page 549 in your workbook as instructed by the teacher.
-Listen attentively as the teacher explains that you will be working in your table groups
to complete problems 2-3, preparing to collaborate with your peers.
-Pay attention as the teacher goes over the expectations for group work, ensuring you
understand the guidelines for effective teamwork and respectful communication.
-Circle question 4 and write an exit ticket as directed by the teacher, preparing to
reflect on your learning and demonstrate your understanding.
-Use the allotted 5 minutes to work with your table group to solve problems 2-3,
contributing ideas and supporting your peers as needed.
-Stay focused on the task at hand as the teacher walks around the classroom to
monitor progress, seeking assistance if you encounter any difficulties.
-Work independently on your exit ticket after the group activity, demonstrating your
understanding of the material by completing the assigned task.
-Submit your exit ticket to the teacher as instructed, ensuring your reflection and
assessment are recorded for feedback and evaluation.
 Co-Teaching Strategy/Differentiation

Co-Teaching: (Parallel Teaching)

The class will be divided into two smaller groups. One teacher will take a set of students and work on rations, while my group works on
positive and negative numbers. Each teacher is on opposite sides of the classroom.

Differentiation: I will monitor students progress and adjust my instruction if needed. Students will be able to work in groups to support and
learn from one another. For groups who finish early students can work on problem 1 and 5.

Closing (Student Reflection/Real-life connections):

Teacher will say “ As we wrap up this lesson I want you to brainstorm where you might see positive and negative numbers outside of the classroom? During this
lesson we talked about thermometers and sea level. Both of those have times where the number might be negative like if the weather is super cold outside the
temperature will be in the negatives. If we are thinking about sea level we talked about how below earths crust is when the numbers are negative. Can you
think of any other examples of when you might see positive and negative numbers?” Teacher will have students think and then raise their hands to respond.
Teacher will close the lesson with “ Remember that positive and negative numbers are not just found inside our classroom but in various parts of my life.”