Learning Activity

Jumping Around With Integers

Subject Area

Mathematics

Grade(s)

6

Overview

In this introduction to integers, the students discuss the meaning of the number zero and then practice determining whether a situation should be represented by a positive or a negative number. They will either jump or sit down to physically represent integers.

This activity results from the ALEX Resource Development Summit.

Content Standards

Mathematics (2019) Grade(s): 6

MA19.6.10
Locate integers and other rational numbers on a horizontal or vertical line diagram.

Unpacked Content

Vocabulary

Integers
Rational numbers
Horizontal line diagram
Vertical line diagram

Knowledge

Students know:

Strategies for creating number line models of rational numbers (marking off equal lengths by estimation or recursive halving).
Strategies for locating numbers on a number line.
Notation for positive and negative numbers and zero.

Skills

Students are able to:

Represent rational numbers and their opposites on a number line including both positive and negative quantities.
Explain and justify the creation of number lines and placement of rational numbers on a number line.
Explain the meaning of 0 in a variety of real-world contexts.

Understanding

Students understand that:

Representing rational numbers on number lines requires using both a distance and a direction,
Locating numbers on a number line provides a representation of a mathematical context which aids in visualizing ideas and solving problems.

Interdisciplinary Connections

Phase

Before/Engage

Learning Objectives

Learning Objectives

The students will be able to describe quantities having opposite directions or values with positive and negative numbers.

Activity Details

Activity Details

Begin by drawing a number line on the right side of the board (it can have any numerical values -- for example, you could do 0-5 or 0-20). Make sure to label the start as zero. Explain to the students that they are going to be learning about the other side of the number line, the area behind the zero. Add an opposite half to the number line with matching negative numbers appropriately labeled.

Have students Think-Pair-Share and discuss how negative numbers might be used in the real world. What are some situations that can be represented by a negative number? Look for answers like overdrafting a bank account, freezing temperatures, or elevation below sea level. Explain that negative numbers can be used to represent the opposite of a positive number situation.

Have all the students push their chairs back and stand in front of them. List several situations or integers and have the students jump if it's positive or sit if it's negative.

You find $5
You dove 7 meters
10 degrees above zero
12 steps backward
The elevator went down 4 floors
A loss of 8 yards in football
40 ft. below sea level
You withdraw $52

In closing, ask students what value is represented by their standing position (zero). Remind them that we don't use a symbol for positive numbers.

Assessment Strategies

Assessment Strategies

Use observation to see which students are watching their peers before they sit or jump; those students may need direct small group instruction.

After the closing, give students an exit ticket (Intro to Integers Exit Ticket) to check for understanding. They should complete this individually. As they finish, they can bring it to the teacher to check to quickly correct any misconceptions that students may have.

Acceleration and Intervention

Variation Tips

You can vary the activity that students perform to show positive or negative -- for example, you can have them show thumbs up or down.

Background and Preparation

Background / Preparation

Prepare copies of the exit ticket (there are 6 per page). You will need a list of positive or negative situations (examples provided in the lesson).

Approved Date

2019-05-09

Author

Owner (Author)

seasley

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