Year 6

Term: 1

Mathematics
Unit: 1

Strand: Number and Algebra

Substrand: Whole Number 2

Outcomes: A student:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA3-3WM
orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA
Content:
Investigate everyday situations that use integers; locate and represent these numbers on a number line (ACMNA124)

recognise the location of negative whole numbers in relation to zero and place them on a number line

use the term 'integers' to describe positive and negative whole numbers and zero

interpret integers in everyday contexts, eg temperature

investigate negative whole numbers and the number patterns created when counting backwards on a calculator
recognise that negative whole numbers can result from subtraction (Reasoning)
ask 'What if' questions, eg 'What happens if we subtract a larger number from a smaller number on a
calculator?' (Communicating)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn

Recognise the
location of
negative numbers
in relation to zero
on a number line

Ignition Activities
Mental calculation.
Begin with a number. Ask students to calculate a series of tasks in
their head e.g. begin with 15, add 10, add 10, add 100, subtract
10, add 100, what is the number?
Calculator Race
Give students a series of addition combinations of various
numbers. One group can add these numbers using pencil and
paper another group could use calculators and a third group could
try and solve the problems mentally. Students will come to realise
that the most eficient strategy to solve addition problems varies
according to the dificultly of problems.
Explicit Mathematical Teaching Integers on the
number line
Discuss situations where negative numbers might be used, eg.
Below sea level, construction, temperature, topography maps.

Negative Numbers/integers (-)

Numbers/integers (+)
(The line continues left and right forever.)

-Studyladder
-Maths online
-Get Smart
Nelson Maths p.
12-14
iMaths p.52-53
Targeting Maths
p.5

Pre-Assess
On the board
write the
following
problems,
1. Put in order
from smallest to
largest, 5, 3, 0,
-3, -8, 12.
2. Solve 3+4-83=.
On a blank
number line
students show
how they got
their answers.

Positive

Integers on the left are smaller than integers on the right.

Examples:

3 is smaller than 8
-1 is smaller than 1
-9 is smaller than -8

Example: John owes $3, Virginia owes $5 but Alex doesn't owe
anything, in fact he has $3 in his pocket. Place these people on
the number line to find who is poorest and who is richest.

Having money in your pocket is positive. But owing money is

Post Assess
Page 15 Nelson
Maths

negative.
So John has "-3", Virginia "-5" and Alex "+3"Now it is easy to
see that Virginia is poorer than John (-5 is less than -3) and
John is poorer than Alex (-3 is smaller than 3), and Alex is, of
course, the richest!
Explicit Mathematical Teaching -Integers and Calculators
Use a number line to explain the following:
Subtracting is the same thing as adding the negative.
So, whenever you subtract, rewrite the subtraction sign as + Then, all the the rules below still apply when performing
operations.
Positive + Positive = Positive
Negative + Negative = Negative
The sign for Positive + Negative or Negative + Positive
is bigger.
Always subtract and keep the sign of the higher number!
Ask What if we subtract a larger number from a smaller number
on a calculator?
Try these examples on the calculator:
1. 8 - 9 = -1
2. 12 15 = -3
3. 19 21 = -2
4. 7 11 = - 4
Extension
Then ask: What would happen if we took away a negative
number from
a nenegative
Negative
number?
Illustrate on number line:
5. -1 3 = - 4
6. -11 4 = -15
7. -20 5 = - 25
Try some calculations of your own.
Games
Number Line Activities

Roll three six numbered die and two operational die. Have the
students add or subtract the numbers rolled. Students must show
their answers on a number line.
|

-20

|
20
Times Up.
Students stand around the room. Use a set of playing cards
(number cards only) and some operation cards ( +, - ). Ask
students to find other students to create a problem that equals -5.
Change the answer and have students find other students to solve
the problem. Answers to problems must contain at least three,
four or five students. Students have a one-minute time period to
find the solution or they are out. Challenge the class to solve the
problem using all members of the class.
INTERACTIVE RESOURCES
IXL -Integers on a number line
http://au.ixl.com/math/year-6/number-lines-with-integers

Studyladder- Negative numbers - an introduction

o
Grade: Year 6
o Activities: 1 course, 1 extra (show)
://pbskids.org/cyberchase/math-games/space-couperescue/

Negative numbers

Get Smart-

http://pbskids.org/cyberchase/math-games/space-coupe-rescue/ttp