Math lesson plan · 6th grade (Year 7 in England) · 45 minutes
Opposite numbers and zero
Number sense
CCSS 6.NS.C.6.AEngland: KS3 Number
Objective and success criteria
Students will: Opposite numbers and zero.
- 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: Negative numbers and absolute value
Leads to: Read and place integers on a number line; Describe real situations with positive and negative numbers
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 (Negative numbers and absolute value). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is |−6|, the absolute value of −6? → 6Prompt: Absolute value is the distance from 0.
- What is |−17|, the absolute value of −17? → 17Prompt: Absolute value is the distance from 0.
- What is |−1|, the absolute value of −1? → 1Prompt: Absolute value is the distance from 0.
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Opposite numbers and zero. 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: Simplify −(−(−(−9))).
- Step 1: The number has 4 minus signs.
- Step 2: An even number of minus signs gives 9.
- Answer: 9
- 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.
- Simplify −(−(−17)). → -17Prompt: −(…) means “the opposite of”.
- Simplify −(−31). → 31Prompt: −(…) means “the opposite of”.
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.
- Simplify −(−24). → 24Prompt: −(…) means “the opposite of”.
- Simplify −(−39). → 39Prompt: −(…) means “the opposite of”.
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: Negative numbers and absolute value.
- 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
- Move on to: Read and place integers on a number line; Describe real situations with positive and negative numbers.
- 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