Logistics for TLC Team Planning
Name / School / Phone / Preferred Email
Pam Stephenson / Shasta Meadows
Ransom Kong / Boulder Creek
Melody Fowler / Mistletoe
Sue Horrocks / Rother
Tom Forbes / SCOE

Meeting date/time/location on teaching day: 3/6 – 7:30 - Rother

1st Lesson / 2nd Lesson
School site / Rother / Boulder Creek
Teacher’s name / Sue (rm 13) / Ransom (rm 13)
Time frame / 8:15-9:15 / 10:30-11:30
Time of debrief / 9:15-10:30 / 11:30-2:00
Room for team to meet / Room 21 / library
Materials Needed for Lesson / Who is responsible?
Definition of integers; greater than/less than symbols, number sets for group activity
Run off games Activity 15-1 & 15-2
Final assessment paper / Sue
Pam
Ransom

Who is typing the lesson and making copies for the team? Jody

Who is making the student data sheet and making copies? Ransom

Who will invite the principal or other key site/district personnel? Sue & Ransom

Conceptual Flow

The integer number system consists of whole numbers and their opposites.

Positive numbers are greater than zero.

·  The further a positive number is from zero, the larger it gets.

Negative numbers are less than zero.

·  The further a negative number is from zero, the smaller it gets.

A negative number is the opposite of its positive number.

·  Zero is its own opposite.

·  Zero is neither + or -.

An integer’s value decreases the further left it is found on a number line; the value increases moving right.

Absolute value of an integer is the distance in whole units, that integer is away from zero.

·  Negative numbers are equidistant from zero to their corresponding positive numbers on a number line.

·  Distance is always positive.

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TLC: Shasta #10

Planning: 2/27/09 Teaching: 3/6/09

Location: Rother & Boulder Creek

Teaching Times: 8:15-9:15 (Sue) & 10:30-11:30 (Ransom)

Lesson Concept: Negative numbers are equidistant from zero to their corresponding positive numbers on a number line.

Standard(s): 5th grade: NS – 1.5 & 2.1

Teacher Does Student Does Concept

Engage: (5 min) Ransom
Post and review standards with students. Today we are going to be exploring integers. Integers are all positive whole numbers and their corresponding negative numbers and includes zero. Zero is the opposite of zero and zero is neither positive nor negative.
Show weather page from the newspaper and focus on negative numbers: Would you find negative numbers in regards to weather? What do the negative numbers mean?
In the real world where are situations that we use positive and negative integers? (money, earning and paying money; losing and gaining weight; temperature; above and below sea level; Benjamin Button; number line; timed test; countdown at New Year’s Eve ) / ESR: Yes, because the temperature gets really cold; when the temperature gets below zero then it is a negative number
ESR: Earning money (positive), spending money (negative); spending more money than you have (negative) / Integers are a set of positive and negative numbers, including 0.
Explore #1: (10 min.) Sue
(make large post it notes with integers on them negative integers on blue and positive integers on yellow and zero on pink)
Find your opposite: Each of you will have an integer on a sticky note on your back. You are to find your opposite by asking the following questions: (teacher write samples on board) Am I positive or negative? Am I prime number? Am I multiple of 2/3/5? Once you have guessed your integer, take your integer and find your opposite integer. When you find your opposite, return to your seat until everyone in the class has found their opposite.
Have a number line on the board. Have “tic marks” for each of the integers.
“Here is our number line; I will place zero in the center”. Zero is special; it does not have a partner (have a mirror, so zero can look at itself); Zero is its own opposite; Zero is neither + or -.
What is the first integer that is greater than zero?
What is the opposite of +1?
Both +1 and its opposite –1, please come forward and place your integer on the number line. Where would +1 go and where would –1 go?
Continue with +2, +3, etc. until all integers are on the number line.
What do you notice about the number line?
What do you notice about each opposite integer in relationship to zero?
Explore #2: (7 minutes) (All, take turns) (was omitted for 2nd lesson because of time restraints)
Who can come up and show us the integer that represents the loss of 7 lbs.?
Who can come up and show us the integer that represents 10 degrees below zero?
Who can come up and show us the number of inches in a foot?
Work with a partner for the following problems:
A football team started at the 10 yard line, in the first two plays, the team lost 4 yards and gained 4 yards, where did they end up? Talk with a partner and be prepared to defend your answer.
What partner pair would like to come to the number line and share your answer and your reasoning.
I have $5.00 and I want to buy a Yugio card that costs $7.00, how much will I be in debt?
Explore #3: (8 minutes) (Melody)
Compare values of integers: point to the two integers, have one student come up and decide greater than and less than and place the sign over the numberline
+2 & +12
Who agrees? (thumbs up); Explain
+5 & -7
-3 & +3
-11 & -4
Explore #4: ( 7 min.) Pam
4 sets of different numbers on large paper (example -12, -8, -5, 0, +5, +7). Divide the class into 4 groups; send each group to a corner of the room. 6 students will hold numbers while the 1 or 2 in the group will be directors. The numbers are to be put in order from left to right from least to greatest. See which team completes the task first.
Face center of room and compare.
Explore #5:
Pam & Melody
Now we are going to do a game called “Toss & Talk”. In this game, we will be using descriptions to identify the integer that can be used to represent that situation. For example: a loss of $7.00 would equal what? Quick reminder of how to play “Toss & Talk”. Clarify any potentially confusing terms, i.e., “deposit” (10 min.)
Sue and Ransom
2nd game “Think together” – we will be comparing integers and ordering them from least to greatest. / Ask questions, find opposite
ESR: +1
ESR: -1
ESR: they each go the same distance or magnitude that is 1 unit away from zero on opposite sides.
ESR: All the positive numbers are yellow; all the negative numbers are blue
ESR: They are the same distance from zero.
ESR: -7
ESR: -10
ESR: +12
ESR: They are back at the 10 yard.
ESR: -$2.00
Place greater than/less than sign appropriately.
ESR: put numbers in order. Turn around and share with class
ESR: -7 dollars / Positive numbers are greater than zero.
Negative numbers are less than zero.
Negative numbers are equidistant from zero to their corresponding positive numbers on a number line.
An integer’s value decreases the further left it is found on a number line; the value increases moving right.
Explain:
Quick Check 15-2 numbers 1, 2, & 3 and add #4 from 15-1
Ask students to use the bottom of the Quick Check paper and write a definition/description of “integers” / An integer’s value decreases the further left it is found on a number line; the value increases moving right.

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