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Math lesson plan · 6th grade (Year 7 in England) · 45 minutes

Describe real situations with positive and negative numbers

Number sense

CCSS 6.NS.C.5England: KS3 Number

Objective and success criteria

Students will: Describe real situations with positive and negative numbers.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Opposite numbers and zero

Leads to: the next skill in this area.

Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Opposite numbers and zero). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Simplify −(−3). → 3Prompt: −(…) means “the opposite of”.
  2. Simplify −(−(−(−38))). → 38Prompt: −(…) means “the opposite of”.
  3. Simplify −(−(−24)). → -24Prompt: −(…) means “the opposite of”.

Hook · 5 min

  • Show a number in the news or a price tag and ask what each digit is worth.
  • Share the objective: Describe real situations with positive and negative numbers. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Write an integer for this: a team loses 188 points.
  • Step 1: It is negative: −188.
  • Answer: -188
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Write an integer for this: a submarine is 101 m below sea level. → -101Prompt: Decide whether this is a gain/up/above (positive) or a loss/down/below (negative).
  2. If +14 means paying $14 into a savings account, what does −14 mean? (taking $14 out of the account / paying $14 into the account / an empty account / paying $28 into the account) → taking $14 out of the accountPrompt: A negative number describes the opposite direction or change.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. If +53 means 53 m above sea level, what does −53 mean? (sea level / 53 m below sea level / 106 m below sea level / 53 m above sea level) → 53 m below sea levelPrompt: A negative number describes the opposite direction or change.
  2. Write an integer for this: the temperature drops 221 degrees. → -221Prompt: Decide whether this is a gain/up/above (positive) or a loss/down/below (negative).

Watch out for

  • Reading 1,045 as one thousand four hundred five: point to each place and say its value.
  • Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).

Support and stretch

Support

  • Review first: Opposite numbers and zero.
  • Use concrete materials: place value chart.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Describe real situations with positive and negative numbers

Name

Date

Score/ 8

  1. Question 1

    If +58 means 58 m above sea level, what does −58 mean?

    • A. sea level
    • B. 116 m below sea level
    • C. 58 m above sea level
    • D. 58 m below sea level

  2. Question 2

    We use integers for bank balance. What does 0 stand for?

    • A. no money in the account and no money owed
    • B. the freezing point of water
    • C. sea level
    • D. the ground floor

  3. Question 3

    Write an integer for this: a hiker is 77 m above sea level.

    Answer

  4. Question 4

    If +29 means paying $29 into a savings account, what does −29 mean?

    • A. paying $58 into the account
    • B. paying $29 into the account
    • C. taking $29 out of the account
    • D. an empty account

  5. Question 5

    We use integers for floors of a building (ground floor = 0). What does 0 stand for?

    • A. the ground floor
    • B. the freezing point of water
    • C. no money in the account and no money owed
    • D. sea level

  6. Question 6

    Write an integer for this: a hiker is 70 m above sea level.

    Answer

  7. Question 7

    If +43 means paying $43 into a savings account, what does −43 mean?

    • A. paying $43 into the account
    • B. taking $43 out of the account
    • C. an empty account
    • D. paying $86 into the account

  8. Question 8

    Write an integer for this: 169 dollars is taken out of a bank account.

    Answer

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Answer key: Describe real situations with positive and negative numbers

  1. 1. D. 58 m below sea level

  2. 2. A. no money in the account and no money owed

  3. 3. 77

  4. 4. C. taking $29 out of the account

  5. 5. A. the ground floor

  6. 6. 70

  7. 7. B. taking $43 out of the account

  8. 8. -169