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REINTRODUCTION OF INTEGER.
REINTRODUCTION OF INTEGER.
MAGNITUDE AND DIRECTION OF INTEGERS
MAGNITUDE AND DIRECTION OF INTEGERS
Learning goals:
Learning goals:
Learners are able to:
- revisit their understand of integers
- place integers on the number line
- recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line
- recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
- recognize and describe the 'direction' and 'magnitude' of integers
Content:
Content:
Students:
- recognise and place positive and negative integers on a number line
- recognise that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
- recognise and describe the 'direction' and 'magnitude' of integers
Working Mathematically:
Working Mathematically:
Students:
- construct a number line and present integers on the number line (Understanding, Communicating, Fluency)
- use written representation to describe the positions of positive and negative integers on the number line. (Understanding, Communicating)
- construct a directed number sentence to represent a real-life situation (Communicating)
Class activities:
Class activities:
1. Intention (2 mins):
1. Intention (2 mins):
Teacher introduce learning intention.
- Today I will discover the definitions of 'direction' and 'magnitude' of integer
- So that I can use these terms to describe the positions of positive and negative integers on a number line and explain why the opposite of the opposite of a number is the number itself.
- I know I got it when:
- construct a number line with positive and negative integers.
- use the curve arrows to describe an integer`s direction and magnitude
2. Brain storm (3 mins):
2. Brain storm (3 mins):
- students will work in small groups (groups of 4) to set down a brain storm on provided mini whiteboards to show what they understand about integers.
- each group will contribute to construct the brainstorm shown on the big white board
Teacher:
- provide mini white boards and markers for each group
- move around, make sure everyone is contributing
- ask some specific questions to give students hints of what they learnt about integers. e.g. How many kinds of integer are there?
- write idea about integers from groups on the white board
3. Reintroduction to integers (LIT) (10 mins)
3. Reintroduction to integers (LIT) (10 mins)
students will work in pairs on the worksheet to:
- complete the number line by filling the missing negative and positive integers;
- fill the blank spaces with the correct terms (neutral, positive, negative).
- identify the integers
- match the opposite integers
Teacher:
- hang out the worksheet
- walk around to make sure everyone is on task
- help if necessary.
- zoom in the worksheet.
- work on the worksheet with the whole class
3. New terminology (LIT) (5 mins)
3. New terminology (LIT) (5 mins)
For definitions of 'magnitude'and 'direction', see Vocabulary
- students explore the definition of magnitude of a number as its distance from 0
- and direction as towards the left of 0 for negative numbers and towards the right of 0 for positive number
Teacher:
- access the website Maths is fun to show the definitions and examples
4. Group work/ discussion (20 mins) (WM)
4. Group work/ discussion (20 mins) (WM)
Students will
- work in groups of 3
- use their constructions to model the location of a number relative to zero by using a curved arrow starting at zero and pointing away from zero towards the number to show the magnitude and direction of the number.
- discuss the questions and use the kit to find the answer.
- Share their answer o the whole class
- discover that a negative of a negative number is itself.
- Teacher provide each group a set of kit including a number line and curve arrows .
- introduce the rule: if a positive sign , then moving to right
if a negative sign, then moving to left
- will create and display one large horizontal and vertical number line on the board and then give some positive and negative as examples and have class to discuss the following questions
- Where are negative numbers located on a horizontal number line?
- Where are negative numbers located on a vertical number line?
- How far is the number from zero on the number line?
- If 0 was a mirror facing towards the arrow, what would be the direction of the arrow in the mirror?
- Would the numbers get larger or smaller as we move to the left of zero?
- How about the negative of a negative number? (move left then left = move right)
5. Exit ticket (10 mins)
5. Exit ticket (10 mins)
Students complete an exit slip and submit it to the teacher before leaving class
Teacher evaluation questions:
- Are students able to construct and clearly label numbers on a number line by themselves?
- Did the use of other website and example help student understand clearly the definitions of 'magnitude and 'direction' of integers?
- Were all students on task?
- Were the activities engaged students in their learning?
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