ALEX Learning Activity

  

Jumping Around With Integers

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  This learning activity provided by:  
Author: Samantha Wallace
System:Limestone County
School:Cedar Hill Elementary School
  General Activity Information  
Activity ID: 2291
Title:
Jumping Around With Integers
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
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.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 6
10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Create and interpret number line diagram.
  • Given any rational number (positive or negative).
  • Locate the number on a number line.
  • Identify opposite signs of numbers as indicating the same distance from zero on the opposite side of zero, the opposite of the opposite, or a representation of its opposite as the point itself [-(-3) = 3], and zero as its own opposite.
Teacher 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.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.6.10.1: Define integers, positive and negative numbers.
M.6.10.2: Demonstrate the location of positive and negative numbers on a vertical and horizontal number line.
M.6.10.3: Give examples of positive and negative numbers to represent quantities having opposite directions in real-world contexts.
M.6.10.4: Discuss the measure of centering of 0 in relationship to positive and negative numbers.
M.6.10.5: Discover that the opposite of the opposite of a number is the number itself.
M.6.10.6: Show on a number line that numbers that are equal distance from 0 and on opposite sides of 0 have opposite signs.
M.6.10.7: Define rational number.
M.6.10.8: Plot pairs of integers and/or rational numbers on a coordinate plane.
M.6.10.9: Arrange integers and /or rational numbers on a horizontal or vertical number line.
M.6.10.10: Locate the position of integers and/or rational numbers on a horizontal or vertical number line.
M.6.10.11: Identify a rational number as a point on the number line.
M.6.10.12: Name the pairs of integers and /or rational numbers of a point on a coordinate plane.

Prior Knowledge Skills:
  • Model writing ordered pairs.
  • Identify the x- and y- values in ordered pairs.
  • Label the vertical axis (y).
  • Label the horizontal axis (x).
  • Define ordered pair of numbers, quadrant one, coordinate plane, and plot points.
  • Locate positive numbers on a vertical number line.
    Examples: thermometer, map.
  • Locate positive numbers on a horizontal number line.
  • Locate negative numbers on a horizontal number line.
  • Label x- and y-axis and zero on a coordinate.
  • Illustrate vertical and horizontal number lines.
  • Specify locations on the coordinate system.
  • Define x-axis, y-axis, and zero on a coordinate.
  • Define ordered pair of numbers.
  • Define parentheses, braces, and brackets.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.6.9 Describe quantities with positive and negative numbers (e.g. temperature, sea level, etc.).
Learning Objectives:

The students will be able to describe quantities having opposite directions or values with positive and negative numbers.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

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:

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.
Advanced 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).
Variation Tips (optional):

You can vary the activity that students perform to show positive or negative -- for example, you can have them show thumbs up or down.
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: integers, negative, number line, numbers, opposite, positive